the challenges and the current prospects of … · physical education was not enough, physical...
TRANSCRIPT
A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES
OF ADDIS ABABA UNIVERSITY FACULTY OF LIFE SCIENCE IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR MASTER
IN SPORT SCIENCE.
BY TADESSE GIZACHEW
THE CHALLENGES AND THE CURRENT PROSPECTS OF TEACHING PHYSICAL EDUCATION IN ARBAMINICH SECONDARY SCHOOLS
MAY, 2012
ADDIS ABABA
i
Acknowledgement My professional life and work have been influenced by a number of bright and caring people
who took the time to share with me their own insights and experience, and who cared enough
about me to offer their honest and sincere criticisms. So that: First of all I would like to thank
Almighty God for the success of all my works. And I would like to give heartfelt thanks to my
advisor Ass/ Professor Mebratu Belay for his insightful and constructive suggestions, patience,
as well as guidance in thesis writing. In the same way I thank the department head of sport
science, Dr.Bezabih Wolde, for his unlimited support, idea sharing in the completion of this
thesis. Had it not been their unreserved help, this thesis would not have come to its completion.
I extend my special thanks to my wife Tsehay Eyasu, my daughters Bezayit Tadesse & Tsiyon
Tadesse who devoted their time and energy for my success in life and academic career. Again I
would like to express my deepest gratitude to Ato Seriff Kelil & Minase Abera for their advice,
encouragement, moral & technical support for this Thesis.
To accomplish this thesis, I have got support from different concerned bodies in and out of the
university. Outside the university my gratitude goes to Abaya secondary school, Chamo
secondary school and Arbaminch preparatory and secondary school administrators, physical
education subject teachers, and for the students’ who are participated in the research work.
Lastly, I would like to thank AMCTE library service and computer room for their cooperation
in the completion of this paper.
ii
Table of Contents
Content page
Acknowledgement -------------------------------------------------------------------------------------------i
Table of Contents-------------------------------------------------------------------------------------------ii
List of Tables-------------------------------------------------------------------------------------------------v
List of Figures-----------------------------------------------------------------------------------------------vi
Acronyms / Abbreviations--------------------------------------------------------------------------------vii
Abstract-----------------------------------------------------------------------------------------------------viii
CHAPTER ONE
INTRODUCTION---------------------------------------------------------------------------------------1
1.1. Background of the Study-------------------------------------------------------------------------1
1.2. Statement of the Problem-------------------------------------------------------------------------3
1.3. Objectives of the Study---------------------------------------------------------------------------6
1.3.1. General Objective-------------------------------------------------------------------------6
1.3.2. Specific Objectives------------------------------------------------------------------------6
1.4. Significance of Study-----------------------------------------------------------------------------7
1.5. Delimitation of The Study------------------------------------------------------------------------7
1.6. Limitations of The Study-------------------------------------------------------------------------8
1.7. Operational Definition----------------------------------------------------------------------------8
1.8. Organization of the study-------------------------------------------------------------------------9
CHAPTER TWO
REVIEW OF RELATED LITERATURE---------------------------------------------------------10
2.1.The Current Status Of Physical Education In Schools World Wide, Technical
Report for the World Health Organization--------------------------------------------------------10
2.1.1. Africa--------------------------------------------------------------------------------------13
2.1.2. Asia------------------------------------------------------------------ ---------------------14
2.1.3. Central and Latin America Including the Caribbean------------------------------ 14
2.1.4. Europe -------------------------------------------------------------------------------------15
iii
2.1.4.1.CDDS survey findings--------------------------------------------------------------15
2.1.4.1.1. Legal status of school physical education-------------------------------15
2.1.4.1.2. Physical Education/ Sport Implementation and
Subject Status----------------------------------------------------------------------16
2.1.4.1.3. Pedagogical Issues: Curriculum Aims, Content,
Monitoring and Equality--------------------------------------------------------------16
2.1.4.1.4. Recourses--------------------------------------------------------------------17
2.1.4.1.5. The Physical Education Environment-----------------------------------18
2.1.4.1.6. Issues in Provision---------------------------------------------------------19
2.1.4.2.England-------------------------------------------------------------------------------20
2.1.5. North America----------------------------------------------------------------------------21
2.1.5.1.United States’ Teachers Report----------------------------------------------------21
2.1.6. Inclusion and Disability Issues----------------------------------------------------------24
2.2.Challenges to Proper Implementation of Physical Education Curriculum----------------26
2.3.List of teaching tips from, ISN Bulletin 1, No, 2, 200857-----------------------------------34
2.4.Physical Education in Ethiopian ---------------------------------------------------------------36
2.4.1. History 1900------------------------------------------------------------------------------36
2.4.2. Ministry of Educations Period Allotment in Secondary Education -------------38
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY-----------------------------------------------------39
3.1.Description of the study area ------------------------------------------------------------------------39
3.2.Research Design---------------------------------------------------------------------------------------39
3.3.Methodology ---------------------------------------------------------------------------- --------------39
3.3.1. Method---------------------------------------------------------------------------------------------40
3.4.Sample Size Determination--------------------------------------------------------- -----------------40
3.5.Instruments of the Data Collection-------------------------------------------------- ---------------40
3.6.Data Analysis Techniques----------------------------------------------------------------------------42
3.7.Validity-------------------------------------------------------------------------------------------------42
iv
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION-------------------------------------------------43
4.1.Characteristics of the Respondents------------------------------------------------------------------43
4.2.Data Presentation, Analysis and Interpretation ---------------------------------------------------45
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION---------------------------------70
5.1. Summary-------------------------------------------------------------------------------------------70
5.2. Conclusion-----------------------------------------------------------------------------------------71
5.3. Recommendation----------------------------------------------------------------------------------72
References -----------------------------------------------------------------------------------------------75
Appendices----------------------------------------------------------------------------------------------78
v
List of Tables
Tables Pages
1. Secondary Education cycle (Grade 9-10)----------------------------------------------------------38
2. Characteristics of the teachers-----------------------------------------------------------------------43
3. Characteristics of the students-----------------------------------------------------------------------44
4. Response about class room attendance-------------------------------------------------------------45
5. The response towards the current time allotment -------------------------------------------------46
6. The response about the sufficient number of teachers--------------------------------------------48
7. The response about the influence of sex in the school--------------------------------------------48
8. The response about people’s perception for physical education--------------------------------49
9. The response about peoples good perception for physical education--------------------------50
10. The response about peoples bad perception for physical education ---------------------------50
11. The students response about the teachers competency-------------------------------------------52
12. The response to the curriculum relevancy----------------------------------------------------------56
13. The response to the types of suitable play grounds in the school-------------------------------57
14. The response about availability of facilities in the school---------------------------------------58
15. The response about the availability of sport equipments in the school-------------------------59
16. The response about the availabilities of teaching materials--------------------------------------60
17. The response about students and teachers interest about physical education-----------------61
18. The teachers response about the level of support given------------------------------------------62
19. The response given about the influence of weather-----------------------------------------------63
20. The response about the in service training for the teachers--------------------------------------64
21. The response about physical education subject to be as one of the national exam----------65
22. The response about inclusive physical education lesson-----------------------------------------66
vi
List of Figures
Figure page
Figure: 1 Validity check diagram---------------------------------------------------------------------42
vii
Acronyms / Abbreviations
ICSSPE: International Council for Sport Science and Physical Education
IOC: International Olympic Committee
UNESCO: United Nations Educational Scientific and Cultural Organization
WHO: World Health Organization
PESSCL: Physical Education, School Sport and Clubs Links
CPD: Continuous Professional Development
APE: Adapted Physical Education
CSHP: Coordinated School Health Program
MOE: Ministry of Education
FMOE: Federal Ministry of Education
viii
Abstract
The main purpose of this study was to assess the challenges and current prospect of physical
education in secondary schools of Arbaminch. The sample consisted of 446 students and 10
physical education teachers’ drawn from the three high schools.
Regarding sampling technique, students were selected from each sample schools by using
simple random sampling technique. Physical education teachers were selected on the basses of
availability of sampling technique.
The research methodology employed in the study was a descriptive survey. Questionnaires
were the major data gathering instruments used in the study. Interview and observation were
supportive data gathering instruments. Percentage and frequency count were used to analyze
and interpret the data.
The results showed that students level of participation in physical education class and in
different sport is low, disability issues are not considered in high schools’ curriculum to give
chance for special need students; students’ and school administrators’ attitude towards physical
education were low, instructional materials and facilities were inadequate, the allotted time to
physical education was not enough, physical education was not considered as basic subject,
physical education teachers were not competent to teach physical education, and large class
size based on the findings, recommendation was made towards the curriculum to minimize the
existing problem.
According to this, physical education teachers should encourage students to participate, schools
and community together should strive to fulfill instructional materials and facilities, creating
awareness on schools and students about physical education.
The concerned body at the Arbaminch Kentiba level should plan to build additional classes for
secondary schools to give solution for large class size, providing in-service training opportunity
to those physical education teachers who are not competent to teach special need and regular
physical education students and others to solve the identified problems as recommended.
1
CHAPTER ONE
Introduction
1.1. Background of the Study
Education is the process through which students acquire knowledge, develop skill, change in
behavior and shape personality .In addition to this education is an essential and basic
investment since it results is in the form of human resource development, which return
contributes the total aspects of country’s development.
To bring country’s development learners have to follow each curricular instruction on the
walls of the school. Through each instructional subject, responsible and ethically matured
human resource will be produced. Since the final goal in the study of each instruction is to
achieve the objectives of the curriculum (MOE: 1999: 2).
Physical education in schools is obviously one important setting for achieving the goals of a
healthy life style. Recognizing this U.S. congress passed House concurrent resolution 97 in
1987, calling for high quality daily physical education in schools. The fact is, however, few
students participate in daily physical education, and there is other considerable question
about the quality of what is done in physical education classes. (Teaching and curriculum
strategies for grade 5-12 Siedentop, Charles, and Andrew Taggert, 2001). Since one primary
of education is to prepare students to be productive members of the society, attention must
be given to physical education to improve health and welfare of the students (Wuest and
Bucher, 1995).
In order to fulfill the objectives of physical education as well as other educations,
curriculum should be designed based on students need and relates their life. All aspects of
educational structure derive a particular policy from the nature and needs of pupils.
Learning can take place only as it is meaningful to learning. To be effective, therefore,
secondary educations physical education programs must be based up on understanding of
the general nature of needs’ abilities and behavior specific characteristics of the students
which the secondary schools serves, and ways in which physical education uniquely
contributes the growth and development of students (Knapp & Hagman,1953). Preparation
2
and developments of curriculum should be seen in the light of what has been done to include
the interests, needs and educational back ground of the students and their level of
performance, the content of the curriculum should be appropriate to the knowledge level of
the learners.
One of the roles of physical educators in school is to modify and prepare activities that suit
to their students’ interest and abilities, regarding to this Wuest and Bucher, (1995) states that
one of the primary goal of physical education educators teaching at the secondary school
level is to socialize students in to the role of participant in physical activities suited to their
needs and interests. (Pangrazi and Darst (2006) states that “the most important goal of
secondary school physical education program should be to help youngsters to incorporate
some form of physical activity into their life style”.
High school physical education program is the primary venue achieving active life style.
Their potential to contribute to the health goals in enormous, and in some schools, physical
education is regarded as integral components of comprehensive school health program.
These programs can reach the mission of students; can help them to develop skills,
understandings and habits for a healthy lifestyle. Health policy reports call for daily, high
quality physical education for all students K-12. high school physical education in addition
to improvement in the students physical skills and well-being, the critical condition that it
can make to his/her development is becoming more widely recommended and accepted in
school psychological health and academic areas is becoming more widely recognize and
accepted in most countries. But currently, in Ethiopia, physical education is not considered
that much a significant subject. Since most high schools in Ethiopia, the time allotment
reduced to one period per week, the number of students participating in daily education is
declining and some researchers show that, daily participation in physical education by high
school students decreased.
Physical education programs in high school have been criticized for declining student’s
fitness level, for failure to reach sport skills, for life times are serious and not bring
addressed by professionals. School physical education program, also face constraints due to
3
budgetary problem, the time allotted to physical education is decreased (Wuest and Bucher,
1995).
As in elementary physical education, lack of time is a problem at the secondary level. Here
however, the problem is somewhat different. Since the mid-1970s, many states have actually
reduced the amount of time that the students are required to take physical education in the
secondary schools?
Four year requirement in state such as California and Illinois have been reduced and in other
states virtually eliminated. In some states, groups of concerned professionals have joined to
defeat efforts to reduce the state requirement for secondary physical education .However, in
the recent past, has there been an increase in the state mandated time for secondary school
physical education. This does not mean high schools can not develop elective programs that
go beyond any state requirement. In fact, some do! However, during periods in schools it is
difficult to increase, and parents are concerned with issues such as science laboratories and
computers, most secondary schools are unwilling to provide the resources necessary to
support an elective program of physical education that goes beyond the requirement of the
state law SeidenTop, 2001, P-275.
Many scholars argued that whatever it is the teachers are well qualified and trained with
subject matter knowledge and methods of teaching it is impossible to meet the educational
objectives without the interest and positive attitude of the school community.
1.2. Statements of the Problem
Physical education is defined as an educational process that uses physical activity as a
means to help an individual acquire skills, fitness, knowledge, and attitudes that contribute
to their optimal developments and well being. Conducive atmosphere and resources
(material and human resources) are very important to run the teaching learning process in
the schools. Curriculum implementation could be affected by many factors. These factors
hinder the proper utilization of physical education in the school setting. The followings are
among the many challenges for the normal functioning of curriculum in the school.
4
Well trained subject teachers should be available: the role of the teacher is crucial in
implementation process, he/she must have the necessary knowledge, attitude and skill,
Fullan & Profret (1977) noted for effective implementation process adequate training prior
and essential.
The teachers, students and the community have to develop positive attitudes: Temechegn (
2001) stress the fact that “a Quality curriculum will be meaning full if there are well
qualified teachers with favorable attitudes to implement it.”
The school administrative bodies should give necessary support for teachers:-on their role of
implementation McLaughlin (1978) notes that “Implementation is incredibly hard, and that
successful implementation generally requires a combination of pressure and support by
school administration” From the nature of the subject, physical education needs the support
from the school administrative bodies and the other stock holders.
The availability of facilities and equipments: the effective classroom teaching needs
adequate amount of facilities and equipment. With this regarded Vaspoor (1993) mentioned
that poor material and facilities due to economic problem are the main bottleneck in the
implementation of educational reform in developing countries.
The need for appropriate methods of teaching and evaluation techniques is crucial element
to achieve the physical education objective. Lombardo (1994) noted that, “teachers who are
determined to improve their teaching will benefit from employing a diversity of techniques
to evaluate their own performance”.
Lack of education for students of all types (Inclusive):- School lesson has education for the
students of all type to satisfy the need of all students.
Curriculum problem:- The reduction of time, and lack of national exam for physical
education similar to other academic subjects should be improved to give direction for
students future specialization.
5
The existence of the above listed and other important requirements is necessary to avoid the
challenges of physical education. Therefore, taking the stated requirements into
consideration, the researcher could have study in some selected sample secondary schools of
Gamo Gofa Zone Arbaminch town (grade 9 &10). The study focuses on the challenges and
prospective of physical education in Arbaminch town secondary schools having identified
the problem, the study tried to answer the following basic questions.
1.2.1 Basic Questions
1) What are the major challenges that affect the teaching process and development of
physical education in study area?
2) What is the present status of physical education with its challenges in Arbaminch town
secondary schools?
3) How do physical education teachers and students view the present & future prospective
of physical education in secondary schools?
4) What is the place for adapted physical education in the school and what are the attitudes
of school community for disability issues?
5) What is the qualifications and number of physical education teachers in Arbaminch
secondary schools?
6
1.3. Objectives of the Study
1.3.1. General Objective:
The general objective of the study focuses on investigating the challenges and prospects of
physical education in Arbaminch town 3 secondary schools. Moreover, the study has the
purpose of looking at the attitude of teachers, students and school communities towards
physical education resources availability, utilization of teaching aids, use of varieties of
teaching methods and considers Inclusive issues, etc.
13.1. Specific Objectives
This Study is intended to:
1. Show the status of physical education teaching in secondary schools.
2. Identify the major challenges that affects the quality teaching physical education
2.1. Examine the availability and adequacy of instructional materials and facilities for
physical education.
2.2. Check teacher’s competency, motivation, interest, knowledge of subject matter,
pedagogical skills and evaluation mechanisms.
2.3. Explore school administrators, students, parents, non physical education teachers to
attitudes towards physical education.
2.4. Examine the implementation of adapted physical education program in secondary
schools.
2.5. Evaluate Curriculum problems such as time allotments, PMOEs curriculum break
downs to physical education in secondary schools at the national level and resources
utilizations and etc.
2.6. Check budget sources & utilization in secondary schools.
3. Describe the future prospects of physical education in secondary schools.
4. Recommend the possibility and solution of the investigated problems.
5. Give means as possible solutions for related problems in other secondary schools.
7
1.4. Significance of Study
All the educational objectives of learning are to meet the immediate and the ultimate needs
of the students and the community. The achievement of the objectives depends up on the
efficiency and the leaning process and the willingness of the learners. Even though best
curriculum is planned, the intended out comes will be attained if and only if the plan could
be translated in effective practice. Effective practice will be gained by giving motivation and
supplying adequate (man power & material) resources. Therefore, the researcher believes
that the results of the study will provide the following benefits.
The research can help different stockholders should come up with solutions possible
interventions and strategies.
It may help policy makers and educational leaders to examine and evaluate the
relevance of curriculum appropriateness to the grade level and review accordingly;
And it may help in prioritizing the existing education problems so as to give
emphasis and reduce problems and affect the quality of secondary physical education
It will encourage other researchers to conduct research of the same topic.
It can add to literature.
1.5. Delimitation of the Study
The study was delaminated to government schools and focuses on the challenges and
prospects of teaching physical education in Arbaminch secondary schools. The external
problems such as cultural, economical and climatic conditions and on the other hand internal
problems such as school inputs like students’ interest, teacher’s competency, curriculum,
school facilities, school managements, and the like. Thus, the study emphasizes competence
of teachers, evaluation mechanisms, climatic conditions of the schools locations, teaching
methodology, motivation, the appropriateness of curriculum in addition to disability issues.
8
1.6. Limitations of the study
Lack of reference materials such as books, and journals shortage of sufficient finances and
time constraints are the major limitations. However, the researcher tried to show how to
overcome these difficulties by using different mechanisms.
1.7. Operational Definition
Physical: is refers to the human body and body characteristics such as muscular
strength, muscular endurance & etc.
Education: is broadly defined as ongoing process of learning that occurs throughout
our life.
Teaching: is the process by which teachers and students create shared environment
including set of values and believes.
Valid test: the results are appropriate and useful for making decisions about an aspect
of students’ achievement (gronlund and Linn, 1990).
Test: is involves a series of questions with different item types.
Evaluation: is the process of determining the value or worth of a program towards
the ultimate goal of making decision through test and measurement.
Learning: is the process of acquiring knowledge and skill by training.
Methodology: refers the set of method. Methods mean way of doing things in the
correct order.
Continuous assessment: is assessment done formally and informally on a regular and
continuous basis. It is integrated with instruction in order to improve learning help,
shape and direct the teaching-learning process.
Performance based objective: is used to set measurable & reasonable standards that
describes the desired performance of the students.
Observation: it is a technique of assessment of student practical work where the
teacher watches the completion of a given task and assesses the process and the
product. Open questions, rating scales and checklist may be used in assessment
instruments of observation.
9
Standardization: is the degree to which the assessment procedures and scoring rules
have been fixed so that the same procedure occurs at different times and places. It
implies uniformity of procedure in administrating and scoring the test.
Facilities: are responsible include outdoor facilities such as playground, pools,
courts, and fields.
Indoor facilities: are lockers, shower rooms, weight and exercise room, clipping
walls and gymnasium.
1.8. Organization of the Study
This study is organized in five chapters, chapter one is about the problems and its approach,
statement of the problems, research questions, objective of the study, significance of the
study, delimitation of the study, limitation of the study, and definition of operational key
terms. Chapter two is about review of related literatures. Chapter three deals about research
design and methodology of the study and chapter four discusses about data presentation,
analysis and interpretation. The last chapter five includes summary, conclusions and
recommendations.
10
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1. The current status of Physical Education in Schools World Wide,
Technical Report for the World Health Organization.
Most secondary schools are suffering from lack of resources such as personal (trained man
power),and material resources (equipments),facilities, shortage of books sport manuals,
lack of attention for the subject, lack of appropriate physical education curriculum for each
grade level and etc. And then, the research document is based on the review of related
literatures those collected from the high schools of the different countries of the world In
addition to that some literatures are referred from(Federal Ministry of Education) FMOEs
research document and for individual researchers in the post graduate level. So that the
related reviews are shown as follows.
A perceived decline in the position and presence of physical education in school
curricula worldwide was apparent in some countries in the 1970s and 1980s. Subsequent
manifestations of a deteriorating situation were evidenced by a number of conference
themes, a range of journal articles reporting on the perilous position of physical education in
schools, several international and national surveys, on-going analyses of national and
international trends (see Hardman 1993, 1994, 1996, 1998a, 1998b, 1999) and a plethora of
international agencies’ and regional continental organizations’ Position, Policy, Advocacy
and Declaration Statements (refer Hardman and Marshall, 2000, pp.1-2). It is a matter of
historical record that the widespread concerns, particularly in the 1990s, led to the
International Council for Sport Science and Physical Education (ICSSPE) initiated (with
International Olympic Committee (IOC) support), worldwide survey into the state and status
of physical education in schools. One important outcome of this initiative was the World
Summit on Physical Education 3-5 November 1999 in Berlin organized by ICSSPE with
patronage and support from the IOC, United Nations Educational, Scientific and Cultural
Organization (UNESCO) and the World Health Organization (WHO). The Berlin ‘Summit’
brought together policy makers, administrators, researchers and physical education
11
practitioners from around the world to share information on the Situation of, and case for,
physical education in schools. The disseminated findings from the survey reaffirmed the
perilous position of physical education revealed in earlier findings and brought a later
UNESCO concessionary response that the principles of its 1978 International Charter had
not filtered down into practice with physical education and sport not yet established as a
national priority. Physical education was seen to have been pushed into a defensive position.
It was suffering from decreasing curriculum time allocation, budgetary controls with
inadequate financial, material and personnel resources; it had low subject status and esteem
and was being ever more marginalized and undervalued by authorities. School physical
education appeared to be under threat in all regions of the world. At best it seemed to
occupy a tenuous place in the school curriculum: in many countries, it was not accepted on
par with seemingly superior academic subjects concerned with developing a child's intellect.
The survey formed the basis for establishing that indeed there was cause for considerable
disquiet about the situation of physical education in schools across the world, and that,
notwithstanding the difficulties and problems of collecting, interpreting and reporting on
data from a broad sample and wide range of sources, there were common trends and issues,
which were a source for serious concern. The survey pointed to inadequate watching briefs
on what was happening (or not as the case may be) in physical education in many countries
and also highlighted the need for more and better quality baseline data in each country.
The Physical Education World Summit culminated in the formulation of Action Agendas
and an Appeal to UNESCO General Conference and the Ministers with responsibility for
Physical Education and Sport (MINEPS III) meeting in Punta del Este, Uruguay (30
November - 3 December 1999). The so-called ‘Berlin Agenda’ called for governmental and
ministerial action to implement policies for physical education as a human right for all
children in recognition of its distinctive role in physical health, overall development and
safe, supportive communities. Furthermore, in making the case for quality physical
education, it called for investment in initial and in-service professional training and
development for well-qualified educators and support for research to improve the
effectiveness and quality of physical education. These were issues, which were repeated in
an Appeal to the General Conference of UNESCO: the General Conference was urged to
commit to developing strategies for effective implementation of and properly resourced
12
physical education programme, to mobilize inter-governmental and non-governmental
organizations, public and private sectors to co-operate in the promotion and development of
physical education and was requested to invite the Director General of UNESCO to submit
the World PE Summit’s Appeal to the MINEPS III meeting in Punta del Este, November 30-
December 3, 1999. Subsequently, the MINEPS III Punta del Este Declaration endorsed the
Berlin Agenda for Action and called upon member states to implement it through
incorporation in school programs or, as a minimum, meeting with any legal requirements
with respect to physical education programs in school curricula (refer Doll-Tepper and
Scoretz, 2001). The Ministers reiterated the importance of physical education as an essential
element and an integral part in the process of continuing education and human and social
development, expressed concern that, in spite of the expansion of elite sport and sport for all
programs in recent years, opportunities for 2 children to participate in physical education
had been significantly curtailed and noted that the time required for physical education in
schools was not being respected and was even being substantially reduced in many countries
because of changing priorities. In essence, MINEPS III was acknowledging that member
states were not wholly complying with the 1978 UNESCO Charter. A year after the
publication of the World-wide Survey Final Report (Hardman and Marshall, 2000), a
Council of Europe Committee for the Development of Sport (CDDS) ‘Working Group of
Experts’ on Access of Children to Physical Education and Sport picked up the baton. The
Working Group resolved to examine the situation of school physical education and sport in
the member states of the Council of Europe with a view to providing informed
recommendations for discussion and action at the Informal Meeting of Ministers responsible
for Sport in Warsaw, Poland 12-13 September 2002. In the event, the ministerial
Conclusions acknowledged a serious decline in the quality and the time allocated for
teaching physical education and sport for children and young people in schools as well as
inadequate opportunities to participate in recreational sport out of school.” Additionally,
they indicated a need to study ways in which the provision of physical education and sport
can be improved in Council of Europe member countries for all children and young people,
including those with disabilities. According to the Deputy Secretary- General of the Council
of Europe in her Warsaw Informal Ministerial Meeting Opening Address “the crux of the
issue is that there is too much of a gap between the promise and the reality” (De Boer-
13
Buquicchio, 2002, p.2). Section Two: Post-Berlin Developments Generally, since the Berlin
Summit developments in school physical education policies and practices across the world
have been diverse. Essentially, because the situation in economically under-developed and
developing regions has changed little in the five years since the Berlin PE Summit and
UNESCO Punta del Este Declaration in 1999, and whereas there have been significant
developments in economically developed countries, this Section provides a overview of the
relatively unchanged situation on the African and Indian Sub-Continent and a more detailed
review of main features of developments in those continental regions and countries, where
developments in school physical education have been more significant.
2.1.1 Africa
Shortage of facilities and adequately trained personnel are widely reported throughout the
continent as are the peripheral value in the curriculum (regarded as non-educational, non-
productive use of time, is treated as recreation/play time especially in primary schools) and
inadequate monitory inspections in secondary schools (e.g. in Benin, Botswana and
Uganda). Generally, priority is accorded to language and mathematics with even meager
allocated physical education/sport resources often diverted to other subjects. In some
countries (e.g. Botswana and Malawi) physical education for girls often suffers from
optional status with many preferring not to take part, a situation, which is exacerbated by
dearth of amenities such as changing rooms. In South Africa, physical education as a school
subject no longer exists though it is a focus (physical development and movement) of the
learning area “Life Orientation” along with health promotion, social development, personal
development and orientation to the world of work foci in grades R-9 (General Education and
Training Band) (Van Deventer, 2003).
The majority of African countries have either no or minimal provision for physical
education for children with a disability. Typical is a Benin government official’s comment
that his country does “not have any program, which deals with the physical education
teaching to the disabilities”. In Botswana a Professor of Physical Education observes that
“cultural beliefs and attitudes do not allow the handicapped to be exposed to free physical
14
activities and sports, for fear of their being injured or being ridiculed by their normal peers”
but that “some of the courses offered at the Department of Physical Education to all grades
of programs includes those on adapted Physical Education including the adapted sports”.
2.1.2. Asia
In many Indian and Pakistani schools, lack of qualified teachers and facilities, inadequate
inspection, perception of physical education as a non-educational fun activity and inferiority
to academic subjects, collectively contribute to either minimal provision or to not even being
a feature of the curriculum. Girls are discouraged from participating in physical education
clubs in many rural areas especially because of what it will do to their bodies (render them
“unfeminine”). In Pakistan, cultural and religious constraints limit the scope of physical
education for girls, who are not allowed to take part in sports and physical activities except
within the four walls of the schools. In Vietnam, it is alleged that time allocation does not
reach requirements, the physical education lesson is more likely to be cancelled than other
subjects and teachers’ technique is poor. The Indian sub-continent generally has minimal
provision for disabled students. In India, for example, a Physical Education Lecturer asserts
“there is no special provision of physical education lesson of the students with disabilities in
the school… The percentage of students with disabilities in the schools is very negligible”.
2.1.3. Central and Latin America Including the Caribbean
In the Bahamas and St. Vincent, physical education is viewed as play/fun time. It is often
used as a class venue for disruptive or backward students. In Jamaica, it is regarded as a
‘Cinderella’ subject and/or as a waste of time. In the most Latin American countries, the
most recent legislation has made physical education in elementary and middle schools (basic
education) a compulsory curriculum subject, though timetable allocation, for which there are
no legal prescriptions, is generally minimal or low. Despite the legislation on requirement,
in most countries (Chile and Colombia are exceptions) there has been a decrease in the
actual number of physical education classes.
15
Latin America and in some large cities at least, physical activities are being incorporated
into people’s individual cultures: gymnastic centers, beach and park sports practice, home
condominiums’ programs, and social clubs’ activities etc. are testimony to the significant
role of physical education in modern life.
2.1.4 Europe
Europe with its admixture of economically developed and developing countries, regions,
various and different historical and socio-cultural settings, is a continental region, in which
both diversity and congruence are evident. This sub-section addresses physical education
across Europe by drawing from the Council of Europe CDDS commissioned survey of
school physical education in member states and includes specific information on
developments in the United Kingdom (specifically England and Scotland). The immediate
following summary highlights the main findings of the CDDS survey (refer Hardman, 2002a
and 2002b).
2.1.4.1 CDDS Survey Findings
2.1.4.1.1 Legal Status of School Physical Education
Legal requirements for physical education in schools are in place: physical education is an
obligatory subject or is generally practiced in all member states for at least some part of the
compulsory schooling years for both boys and girl
Required weekly/annual time allocation is around 6-7% of total curriculum time; the highest
physical education time allocation occurs in the lower to upper middle phase of schooling
(children aged 9-14); time allocation reduces with increasing age, especially in the upper
secondary or final years of schooling, when it either becomes an optional subject or it
disappears from the timetable
Recent educational reforms have not significantly affected the legal status of physical
education but across Europe there have been reductions in physical education curriculum
16
timetable allocation especially in countries where curriculum responsibilities have been
divested to schools
Actual implementation frequently does not meet with statutory (legal) obligations or
expectations. Examinations in the subject vary from non-existent to annual but few countries
have specific obligatory requirements
2.1.4.1.2. Physical Education/Sport Implementation and Subject Status
Physical education seems to have attained the same or a similar legal status as other subjects
The actual status of physical education in relation to other school subjects is perceived to be
lower than that accorded within the legal framework; in short, legally it has similar status
but in reality it does not
The regard of physical education as a recreational, free play and non-productive educational
activity and importance of academic subjects as stepping-stones to a successful future are
European-wide features.
2.1.4.1.3. Pedagogical Issues: Curriculum Aims, Content, Monitoring and
Equity
Despite developments in redefining purpose and function and a commitment to a healthy
well-being focus in some countries, curriculum aims, themes and content are pervasively
oriented towards sports-dominated programs, in which competitive activities have a
significant role Links with other school subjects are evident in over 50% of European
countries Mixed practices in monitoring physical education/sport programs are evident in
some countries; they vary from regular to irregular or random or not defined.
The majority of countries consider that there is equality of opportunity for boys and girls in
physical education often with legislative measures as the main means, supported by an array
of pedagogical and didactical measures and human and material resources to ensure this;
however, gender inequalities based in religious/cultural grounds, limited opportunities/range
of activities for girls, male dominated or biased curricula and physical education classes and
poorly qualified and uninformed teachers are evident
17
Opportunities for disabled pupils in physical education seem to be increasing but there are
regional variations: in central and eastern Europe the level of integration is considerably
lower than the rest of Europe. Problems in realizing integration embrace: the lack of official
policy to address and to raise broader awareness of integration issues, shortage of material
resources, a shortage of trained specialist personnel, physical barriers to access, class
management inadequacies, program content and class sizes
Over two-thirds of member states claim to utilize physical education in, and out of, schools
in helping integration of children from minority groups into school and society.
2.1.4.1.4 Resources
A. Finance
Financial considerations have had a number of impacts on physical education in Europe:
failure to refurbish/reconstruct/replace/maintain (out) dated and/or provide new facilities;
shortages of equipment; employment of lower salaried unqualified teaching personnel; exit
of physical educators to better paid jobs; and reductions in numbers of physical education
lessons and time-table allocation
A widely reported impact of funding limitations is on the activity area swimming: the
considerable financial investment of gaining access to swimming facilities exposes this area
of physical activity to reduced opportunities or even omission from curricula in many
countries.
B. Facilities and Equipment
Physical education is commonly faced with the challenge of inadequate facilities and poor
maintenance of teaching sites. Central and eastern European countries are less well endowed
with facilities and equipment and there are signs of deteriorating provision. The problem
appears to stretch beyond the geographical and economic divides: whilst there are higher
expectations over levels and standards of facilities and equipment in more economically
developed countries, there are indicators of inadequacies and shortages in facilities and
equipment and low maintenance levels in other European regions. School physical education
facilities are reported as widely available for after-school hour’s leisure time and/or
community use.
18
C. Qualified Teaching Personnel
A common scenario is qualified ‘specialist’ physical education teachers at secondary level
and ‘generalist’ teachers at elementary level; some countries do have specialist physical
educators in elementary (primary) schools but the variation is wide and there are marked
regional differences
In some countries, the generalist teacher in primary schools is often inadequately or
inappropriately prepared to teach physical education and initial teacher training presents a
problem with minimal hours allocated for physical education teaching training
Close to two-thirds of countries require in-service training (INSET), which means that one
third does not; there are substantial variations in frequency (free choice or nothing to every
five years) and time allocated (12 hours annually to 100 hours over 5 years) for INSET A
consistent feature on the issue of further professional development of teachers involved in
physical education teaching is a need for INSET and a recognition that in some countries,
in-service and resource materials have been minimal and have been exacerbated by a
marked decline in physical education advisory service numbers. There is very limited use of
volunteers in teaching physical education/sport classes. There is a need for induction and
mentoring and monitoring for linked extra-curricular and out-of-school participation
2.1.4.1. 5 The Physical Education Environment
Teacher networks exist at schools’ level in most countries; municipal, region/county and
national levels networks exist in around 70% of countries; less widespread are networks of
physical education teachers and sports club Just over 50% of countries report obligatory
links between school physical education and community physical activity settings.
Voluntary links between school physical education/sport and wider community physical
activity are reported in only around 36% of countries. Co-operation of school physical
education with sports organizations occurs on a regular basis in most countries
19
2.1.4.1.6 Issues in Provision
Here are considerable inadequacies in facility and equipment supply, especially in central
and Eastern Europe and in regions within southern Europe; a related issue in the facility-
equipment concern is finance with some countries concerned about financial resources and
under-funding of physical education/sport as well as the low remuneration of physical
education teachers
There is disquiet about teacher supply and quality: insufficiency and inadequacy of
appropriately qualified physical education teachers is widely evident, particularly at the
primary (elementary) school phase. Curriculum time allocation is a concern in some
countries as are implementation and monitoring (as well as an associated failure to strictly
apply legislation of the physical education curriculum, falling fitness standards of young
people and high youth drop-out rates from physical/sporting activity engagement); the latter
concerns are exacerbated in some countries by insufficient and/or inadequate school-
community coordination and problems of communication. Additional concerns are: the
problem of reconciliation of elite sport and regular schooling; and perhaps more seriously,
the failure of society to attach value to school physical education and sport watching briefs
on what is happening in physical education in many European countries are inadequate;
there is need for more and better quality baseline data in each country. There are common
trends and issues, which are a source for some concern: deficiencies in curriculum time
allocation, subject status, material, human and financial resources, gender and disability
issues and the quality of the physical education/sport curriculum. A narrow and unjustifiable
conception of the role of physical education merely to provide experiences, which serve to
reinforce achievement-orientated competition performance sport, thus limiting participatory
options rather than expanding horizons (in this context, it is unsurprising that pupil interest
in physical education declines throughout the school years and young people become less
active in later school years). This Observation is also indirectly supported in the minimal
attention paid to broader pedagogical and didactical activities in physical education and an
overwhelming pre-disposition of countries to cite competitive sport oriented programs (e.g.
sports competition structures, sports talent development and provision of specialist facilities)
as examples of best practice and the problem of reconciliation of elite sport and regular
20
schooling. Whilst it may not be pervasively the case in every Council of Europe member
state that there are decreasing numbers of participants from school-based and post-school
life sports-related activity, it is the case in too many countries not only in the region but also
in other parts of the world. The most recent information indicates that generally timetable
allocation has stabilized across the region and that in some countries, for example the Nordic
countries, physical education curricula are concentrating more on health-related and active
lifestyle issues.
2.1.4.2. England
Physical Education remains a compulsory ‘Foundation’ subject within the modified National
Curriculum for children aged 5-16. There is a government aim of entitlement of every child
to two hours of sporting or physical recreation activity per school week by 2004. This
entitlement remains somewhat hypothetical because the reality of practice is that in many
schools, particularly in primary stages (ages 5-11), where literacy and innumeracy are
prioritized, and timetable allocation for physical education averages nearer 90 minutes and
in some schools can be less than 60 minutes. Over the last 10 years, a number of strategic
policy documents have been published by government and quasigovernmental agencies,
which variously represent responses to drop-out rates from sport by teenagers (40% of girls
drop out of sport by the age of 18 with girls as young as 7 being put off the idea of sport for
good; 20% of girls have no regular sport at all during or outside school hours: some girls cite
embarrassment about their bodies, ability or kit to be worn as reasons for non-participation -
Bee, 2003, p.23), fostering of potential medal-winning athletes, deficiencies in physical
education teaching and qualifications, particularly in primary schools and increasingly the
perceived epidemic of obesity of young children. Two examples of strategic initiatives are
provided here. The Physical Education, School Sport and Club Links (PESSCL) scheme is a
direct result of the government’s acknowledgement that physical education and school sport
help young people and reflects its commitment that all school children should have access to
two hours of quality physical education and school sport each week. Furthermore, the
strategy is recognition of the growing evidence that quality physical education and school
sport can play a key role in improving whole school issues such as pupil attendance,
21
attainment and behavior. One of the key aims of the PESSCL strategy is to improve the
quality of teaching, coaching and learning. Thus, £18 million has been allocated for the new
National Physical Education Continuing Professional Development (CPD) Program for
teachers and others in England, which will initially run for a three-year period. The National
CPD Program, which is one of a number of inter-linked initiatives, will ensure that teachers
in every primary, secondary and special school have the knowledge, resources and
confidence to develop quality PE and school sport in their schools. The National CPD
Program involves teachers attending a local workshop, completing a self-review, and then
selecting CPD opportunities from a menu of modules. Every maintained school in England
will be able to access these training modules free of charge. An independent research project
will monitor progress and schools are required to participate in an annual review process.
Sharing best practice is a key element of the program.
2.1.5. North America
In Canada, despite support from medical practitioners, physical educators continue to
experience problems in convincing provincial Ministries of Education that physical
education has an important role both in the education system generally and in health
promotion in particular. Timetable allocations have remained relatively stable since the
Physical Education World Summit but budget allocations have been reduced and many
schools have sought to raise monies from other sources in order to sustain physical
education programs.
2.1.5.1. United States’ Teachers Report:
The report indicates Inadequacies in facilities (mainly dilapidation and use for other
purposes), reductions in timetable allocation and waivers allowing exemption from physical
education classes, large class sizes and budget deficits. Illustrations of these problems are
abundant. The following selected exemplars suffice to illustrate the problems.
22
2.1.5.1.1 Facilities
An Intermediate School teacher observes (2001) that he has “no office. My desk sits in the
middle of the gym, which is used almost every evening for other activities as well as on
Sundays for Church. I also have use of the old Home Ec. room for health class, but this
room is also used for scout meetings, church, and even some science classes. The store-
room, in the gym, is extremely small and, I have to remove several ball caddies and large
barrels to get to other equipment. Oh yes, the gym roof leaks. While they are attempting to
repair it, in the mean time this adds to my challenges as several of the tiles have come up
leaving exposed concrete”.
2.1.5.1.2 Time Allocation Reductions and Waivers
In some states mandated time is not being met (e.g. Illinois, Maryland, New Jersey,
Washington and Wisconsin). Even districts that “meet state requirements are slashing time
and equipment for gym class” (Kippers, 2004). Illinois remains the only State requiring
daily PE K-12 but a waiver program now allows exemption from the mandate and there is
no time or content guidelines. The mandate is for 150 minutes per week but “one district has
PE cut down to 25 minutes once a week (about 13 hours per year)” (Stretch, 2002).
The daily mandate for physical education “as many of my fellow Illinoisans know… is
really not true and a joke the way the waivers are handed out….” (Hatten, 2001). New
Mexico State Board of Education has eliminated the requirement of one credit of physical
education for high school graduation (Crooks, 2002) L., PE Digest, Saturday 9 November
2002) In Washington State, “100 minutes for PE in grades 1-8 are mandated - in reality, few
schools observe this law; many offer only 60 minutes per week; others cut back further; and
some administrators count recess!” (Editorial, 2003). Some school districts offer ‘waivers’
for PE if involved with a Marching Band; others offer waivers if the student participates in 2
sport seasons out of 4 after the freshman year. One High School credit is given for PE if the
student meets this requirement. Wisconsin and Michigan have laws, which permit
interscholastic athletics or other extra-curricular activities involving physical activity to
substitute for PE requirement. Less than two-thirds of high school students attend physical
23
education classes. Nearly a third of all high schools exempt youngsters from taking gym if
they are cheerleaders, members of the band, choir, or an athletic team” (Wickham,
2001).Time reductions in Racine, Wisconsin brings the comment from Kippers (2004), co-
coordinator of health and PE for Racine Unified School District): “…with obesity going up,
the only place where kids are getting any physical activity is in the schools… And now
we’re cutting back in that area”; according to Evers, (2004), the Deputy State
Superintendent, “‘No Child Left Behind’ does play a role in that, there’s no doubt about it…
With the focus on math and reading and other areas, it leaves the other subject areas that
don’t have the accountability push searching for support”.
2.1.5.1.3 Large Class Sizes
In many states, large class sizes are the norm for physical education classes. Californian
elementary school teachers for example regularly 40-70 children on average in a class.
Large class sizes can and do affect quality of delivery of physical education. In California,
“… Physical educators and physical education programs are cut every year because large
class size does not allow for quality instruction. Decision makers have experienced the lack
of quality in our programs and see little value in what we do”. Union support of large classes
is cited as a source of saving of monies, which are then bargained for by all district
employees. If physical education were “to have the same class average as other subjects, the
district would have to hire about 8 new physical educators” (Vickroy, 2001) at a cost of
about $400,000. An Adapted PE teacher in San Diego reports that the 35 teachers are
overwhelmed with caseloads of 60-85 children and that APE teachers are not part of the
Education Code governing caseloads as in Speech, Occupational or Physical Therapy
(Speech is set at 55). APE seems to parallel regular PE (classes of 55-60) (Wanner, 2000).
A Connecticut teacher on receiving her year’s schedule of 40-46 students per class
expressed “concerns to the administration. I have even invited the
superintendent/principal… to come and watch a fourth grade class with 26 students (there
are a few special need students and a blind student in the class).
He said it wouldn’t change his mind. I even told him that the schedule would wipe out the
curriculum that I have worked sixteen years to build” (Valentini, 2001).
24
In Texas, the physical education increased time mandate is being achieved through large
class sizes: one teacher reports 75 in one class and 150 in another (Needham 2002).
2.1.5.1.4 Budget Deficits
In Rockford Public Schools Board there is a $300m deficit. The Board has decided to
decrease PE credits from 7 to 3 in High Schools and make it a totally elective program in
middle schools (art and music to increase from 2 to 4). Teachers lack support. “It is not
uncommon for a HS class… to have between 50-100 kids in their… classes. Thus many
have quit and given up… So it could be easy to see why the board cut the programs, as it is
not easy to sell what goes on in these classes…Thus the schools do not believe the kids need
to take physical education or as much of it, even though it is required every day in the great
State of Illinois” (Hatten, 2001).
2.1.6. Inclusion and Disability Issues
The Berlin Physical Education World Summit Action Plans embraced the issues of inclusion
for all children. Naturally, this included children with disabilities. In terms of these actions
as they relate to children with disabilities in physical education there appears to be varying
amounts success on how they have been implemented world wide. The in-service training
and professional development of teachers to assist them with the inclusion of children with
disabilities into regular physical education classes has been addressed by a number of
countries since 1999. The issue of inclusion is an ongoing cross-curriculum challenge of
which physical education can play an important part. Often, physical education can act as a
catalyst for change as the results and benefits of inclusion are more transparent and
immediate. Countries such as England, Sweden, Canada, Australia, Finland and Israel have
in place specific programs to support the inclusion of children with disabilities into physical
education. Undoubtedly, these programs are making progress and are beginning to cater for
a much more diverse group of children than ever before. Several notable characteristics and
commonalities have emerged from these programs that continue to challenge inclusion
generally. These are: The ‘space’ for inclusion given the crowded curriculum, decline in
25
physical education generally, increasing class sizes and declining specialist PE teachers.
There remains a general perception that ‘inclusion’ is an additional process on top of what
teachers already have to do. Education is focusing on empowering teachers to adjust current
practices rather than ‘add on’ to current curriculum requirements;
Inclusion in PE is not generally being driven by Education. Many of the successful current
inclusive professional development programs are being implemented outside the core work
of Education Departments. This indicates a lack of commitment from Education toward
inclusion in PE and sport. Also, while financial support from government and non-
government agencies is improving, particularly in the UK and Australia, there is still
widespread difficulty in obtaining the necessary financial support to conduct training and
professional development; Community understanding and awareness is improving, allowing
a more progressive ‘social model’ approach to inclusion. Legal mandates and greater
advocacy is leading to improved awareness and a willingness to accept and provide for
children with disabilities. /Dr. Kenneth Hardman/ (Contact: [email protected]).
From Dr. Kenneth Hardpan’s report, “un update on status of physical education in schools
worldwide, technical report for the world health organization”. Physical education in
secondary schools of Africa, Asia, Central and Latin-American including the Caribbean,
Europe in general and England in particular, North America, and specifically in United
States even if, there is technological differences between the counties, physical education in
secondary schools are affected by allot of problems. The challenges the researcher reviewed
from Dr. Kenneth Hardpans, re- such as lack of trained man power, Shortages of facilities
and equipments, Altitudinal problems of (the administrative bodies, collogues, parents and
the societies), reduction in time table, exemption from physical education class, large class
size budget deficits and reduction of budget, Lack of giving attention for inclusion and
disabilities and curriculum issues. On the other way now days, Legal requirements for
physical education in schools are in place: physical education is an obligatory subject or is
generally practiced in all member states for at least some part of the compulsory schooling
years for both boys and girls.
26
2.2. Challenges to Proper Implementation of Physical Education
Curriculum {From Physical Education and Sport Policy for Schools
[SAINT LUCIA] Scheduled for September 2002}
1. Scheduling
For physical education to be meaningful or to be of value, it must be offered with regularity.
The importance of daily periods should be recognized and achieved wherever possible. (This
remains a challenge in times of fiscal constraint.) For secondary schools volley ball, hand
ball, basketball, football, athletics, swimming, dance and table tennis.
Time Allotment
From grade 7 - grade 12, 2 single periods per week from 40 minutes per session
Physical Education should be a part of every student's schedule
Extra-Curricula activities (intra-murals, inter-house or inter-class activities should be
compulsory). (Schools should prepare students for competitions by first organizing
their internal competition)
Intra-murals should be scheduled at least once per week for a maximum of two hours
Time should be available for unstructured activities (break-time, lunchtime)
Physical Education should be compulsory from Kindergarten to grade 12
Generally, a major increased in time allotted to physical educations resulted in significant
gains in physical fitness.
2. Class Size
Classes in physical education should be approximately the same size as classes in other
subjects offered in school. This is as essential for effective teaching, individualized
instruction, and optimal performance in physical education as it is in other content subjects.
Physical education contributes to educational objectives in an equal basis with other subjects
in the curriculum.
27
Similarly, Bucher (2002) explained proper class size is just as essential for effective
teaching, individualized instruction, and optimal performance in physical education. An
acceptable size of physical education class is 30 students make up class, with enrollment
never exceeding 35 for one instructor. According to Sigh (2008), large classes demand more
time for organizational activities. Their by reducing the time for physical activity large class
size of physical education contribute to a decreased in a students learning, acquisition of
motor skills, the achievements of essential knowledge and skills, and has greater risk of
injury as well as reducing teacher feedback.
Class size should be comparable so that its educational objectives can be attained.
Recommended class size; maximum of 30--35
However, aquatics, gymnastics, and other high-risk activities call for reduced
student-to-teacher ratio with 20 students
3. Instructional Loads and Staffing
The instructional load of the physical educator should be of prime concern to
management. To maintain a high level of enthusiasm, vigor and morale, it is important
that the load be fair and equitable.
4. Facilities/Equipment
The provision of adequate physical resources including facilities, equipment and
maintenance can help in influencing attitudes and facilitating program success. The physical
education and sports program's learning environment suggests that facilities should be
available to children engaged in large-muscle activity involving climbing, jumping,
skipping, kicking, throwing, leaping and catching, and those also engaged in fundamental
motor-skills activities and others in low organization games, various cooperative; team
activities and competition.
According to Bucher (2002) facilities for which they are responsible include outdoor
facilities such as playground, pools, courts, and fields. And indoor facilities such as lockers,
shower rooms, weight and exercise room, clipping walls and gymnasium. As Daughtery
28
(1979) adequate facilities are needed for effective instruction, goal fulfillment, and the
successful teaching physical education. Lack of sufficient teaching station and play area is
one of the reason that poor programs in physical education. Therefore we can conclude that
schools should build on the bases of fully equipped facilities to all subjects as well as
physical education. Other wise these lack of facilities affect the implementation of the
curriculum in each school settings.
5. Training for Physical Education Teachers
It has long been recognized that the qualifications and qualities of a good teacher and coach
are synonymous. Personnel recruitment, selection and training are very important. In
selecting and hiring, the most qualified personnel should be recruited. They include
consideration of the special qualifications for teaching and coaching, the general
qualifications of physical educators and the unique qualifications for special needed.
Physical Education Teachers should be trained/qualified
In-service training should be offered as well
Uniforms including shoes allowance should be provided for Physical Education
Teachers. Trained/qualified Physical Education Teachers should be employed at
every Secondary School: 1 male/1 female
At least one Physical Education & Sports Officer should be made available to each
district for communicating schools ministry of education.
Practicing teachers and coaches should be certified First Aides
Student-athlete who represent their school or the country at sporting activities should
not be at a disadvantage in terms of their academic work; therefore arrangements
should be made to provide special tuition for students
6. Health and Safety
Competitive sport should contribute to the health and well being of the student.
Everything possible should be done to protect the Health and Safety of the
participants.
29
Playing areas should be kept clean and safe
Games should be scheduled that result in equal and safe competition
Injured players should be examined by a physician and administered proper
treatment
All protective equipment should fit players properly
Competition should be scheduled between teams of comparable ability
7. Girls and Women in Sport.
Proponents of equality in girl's and women's sports have opened the window of opportunity
concerning participation in women's sports in recent years. Women have become accepted
as athletes, with full rights to experience the competitive urges so long restricted by our
gender-dominated society. With reference to "The Brighton Declaration on Women and
Sport", whose main aim is to develop a sporting culture that enables and values the full
involvement of women in every aspect of sport, the following recommendations are made:
Ensure that all girls have the opportunity to participate in sport in a safe and
supportive environment which preserves the rights, dignity and respect of the
individual
Increase the involvement of women in sport
Equal opportunity to participate and be involved in sports regardless of race,
religion, sex, disability, social origin, etc. (Elimination of Discrimination)
The planning, design and management of facilities should equally meet the particular
needs of girls and young women in school sports
Financing of sports should be equal for both men and women
8. Education/awareness
Substance abuse is a reality that must be recognized. The substance abuse problem in the
world of professional and college sports is of great concern for all. It is not limited to the
adult world, they endanger the entire young generation.
30
Athletes found using drugs should be sanctioned (elaborate)
Every child regardless of creed, race, sex, handicap should be given an opportunity
to participate in sports
Students/athletes should be educated on health and safety
Standardize skill and theoretical evaluation should be available to schools
There should be provisions made to include Drug Education in the Physical
Education Program
9. Sports for the Physically and Mentally Challenge (disabilities)
Persons with disabilities can receive the same benefits as their non-disabled peer group, if
Adapted Sports Activities are included in the school sports program. Students in the
adapted/development sport program need activities that have carry-over value. They may
continue exercise programs in the future, but they also need training in sports and games that
will be useful in life to:
Prepare the challenged for sport competition particularly where no opportunities and
programs now exist
Provide special training for volunteer coaches to enable them to work with
youngsters in physical fitness, recreation and sport activities
Plan and design appropriate and adequate facilities, equipment and supplies that
would cater for the needs of the challenged
10. Budget/Financial Assistance
Physical Education and Sports Personnel have argued that competitive sports programs have
great educational value. They are curricula in nature, they represent an integral part of the
educational program, and as such deserve to be treated the same. This means that they
contribute to the welfare of students like any other subject in the curriculum. On this basis,
therefore, the finances necessary to support such a program should come from the Ministry,
and from:
31
Financial allocation should be made for each district and it pass to schools
Students should pay a fee for sports development in their respective schools
11. Media
There should be national coverage of school sports. Newspaper, print and electronic media
should be used to provide appropriate space and publicity for the program and its activity.
12. Physical Education and Other Areas of the Curriculum
Physical education has many objectives that are developed as the children engage in other
subjects, such as Irish, English, geography, art, music, mathematics, and, especially social,
personal and health education. Children’s learning in these subjects can also be enriched
through a program of physical education that is broad and balanced. For instance, a child
who learns to read a plan or a map in the geography lesson can use this skill when
undertaking an orienteering activity. Thus, the outdoor and adventure activities lesson can
provide an opportunity for the child to develop this skill in a practical way. The child who
engages in a discussion about the rules of games or the development of a gymnastic
sequence is presented with many opportunities for language development. It is important
that schools consider the links that exist between physical education and other subjects.
Careful planning will ensure that physical education objectives are clearly defined within
integrated activities.
13. Physical Education in the School
High-quality physical education programs are an integral part of any coordinated school
health program (CSHP). In childhood and adolescence, regular participation in physical
activity helps prevent many chronic diseases and maintain an overall healthy lifestyle.1
Unfortunately, many schools are decreasing the availability of physical education programs
and daily recess are on.
To remedy this situation, we need to know that everyone can do something about promoting
and implementing physical education into a CSHP and why this is important. With
32
standards based achievement now mandatory for all schools, research shows that increased
physical activity leads to higher test scores in math, reading and writing, increased
concentration in class, and a decrease in disruptive behavior. This research reveals that
schools need to have youth learn the benefits of and participate in a quality physical
education program. Achieving this can be as simple as mandating daily recess periods and
extracurricular activities, such as after-school competitive sports, into school policy. Below
you will find action steps and resources to help implement physical education into a CSHP.
14. Families and Communities Responsibilities for School Physical Education
Families and communities must:-
Advocate for physical education classes and after-school programs that are attractive
to all students by encouraging school administrators and board members to support
activities that promote lifelong physical fitness, not just competitive sports
Make sure the physical education program includes adequate student participation in
practices and contests with no discrimination based on ability, gender or race
Be volunteer to help children's sports teams and recreation programs
Teach children safety rules and make sure that they have the clothing and equipment
needed to participate safely in physical activity
Ensure that physical facilities meet or exceed safety standards
Work with schools, businesses, and community groups to ensure that low-income
young people have transportation and appropriate equipment for physical activity
programs
Communicate with schools, teachers and coaches about appropriate physical
education including competitive sports teams.
15. The Problem of Library
During this century there has been a marked development in the use of reading materials
in all subject fields. Kozman (1947) stated that regarding resources are used to study a
particular problem being considered by a group, to help individuals in seeking solution
33
to specific problems, to supplement class discussion, to provide archer and broader
background for a subject. So that physical education is suffering from special library for
quality physical education lesson.
16. Teaching Aids
Teaching aids are devices presenting units of knowledge through visual stimuli to help
learning. Audio-visual aids will have to be harnessed to make the teaching of physical
education lively and interestingly. To give a welcome relief from normal routine Varity
of aids like picture maps, films, film strips, models, cartoons, charts, graphs etc. should
be drown into the course. The objective of teaching aids in physical education is to
supplement the spoken word, make physical education real and life like, develop and
improve attitudes and interests, make learning permanent, and supplement the text
books.
Scheduling( time allotment), large class size, instructional load and staffing, facilities
and equipments training for physical education teachers, health and safety,
participation of girls and woman’s in sport , budget/finance, media, physical
education in relation other field of study, application of physical education in the
school, the responsibilities families and communities for physical education, the
problem of library and teaching aids are mentioned as the factors that can affects the
implementation physical education. http://www.caricom.org/jsp/ These the above
mentioned factors are greatly affect the implementation of physical education in
Arbaminch secondary schools.
34
2.3. List of Teaching Tips from, ISN Bulletin 1, No, 2, 200857, Teachers
Response & Researchers Document on Addressing (Teaching)
Adapted Physical Education to the Student with Disabilities.
Facilitate adaptation for the new life style.
Remove barriers both at the individual and environment (physical and social) level.
Students’ should never play elimination games.
Teachers should form teams based on one’s knowledge of student skill & ability.
Focus on the fun of playing, not on winning and losing!
Know the activity before you teach it
Give examples and demonstrations often, and when need.
Do not allow students to wait in line for extended periods of time.
Make sure the learning environment is well structured.
Use the proper safety equipments at all times
Implement unnecessary external noises or stimuli.
Use teaching stations or circuits that changes activities regularly
Reinforce language and speech communication during activities.
Improve the students motor skill acquisition by using reinforcement, task analysis,
and physical prompting
Allow for rest periods during the activity.
Provide a bar or chair when doing activities requiring good balancing techniques
Don’t underestimate the students’ intelligence or physical ability.
Watch for signs fatigue and overexertion-look for redness in the face, heavy
breathing/ panting
Make sure the students drink adequate amounts of water before, during and after
the activities
Use caution during hot and humid days, as well as days with poor air quality.
Relate the activities to community based setting by teaching skills the student can
use frequently and apply to setting other than school.
35
2.3.1. Teaching Tips for Working with Students’ Learning Disability
On the line of the above mentioned general teaching tips of adapted physical education
we could list some teaching tips for working with students with learning disabilities.
Decrease the length of the tasks and make the lessons brief.
Provide clear and short instructions.
Repeat the directions to the student when necessary.
Have the students explain the task back to you to check for understanding..
Eliminate visual and auditory destructions.
Deliver reinforcements immediately and more frequently.
Break lessons into shorter segments (task analysis).
Allow the student to continue with the easier part of the task or substitute task while
waiting for the teacher’s help.
Present new information in smaller quantities.
Use routines in the class daily.
2.3.2. Teaching Tips for Working with Students with Mental Retardation
Teach the lesson in short instructional periods.
Teach in small groups.
Use few and simple words during your instructions.
Use demonstrations and physical / verbal cues during the activities.
Over teach the cognitive information.
Use multi sensory approaches when teaching a lesson. Check for retention and
understanding during the lesson.
Provide a structured environment with little distractions.
Use routines frequently.
Decrease the length if the task and make the lesson brief.
Reinforce positive behaviors during the lesson.
Break down the lesson into shorter periods or segments (task analysis).
36
Redirect inappropriate behaviors.
Improve motor skill acquisition by using reinforcements, task analysis and
physical prompting. Concentrate on vestibular activities (balance and
coordination) and motor skill activities.
Generally, from the above justification we can understand there is the problem of teaching
inclusive physical education lesson in high school. So that we have to follow different
teaching tips based on type of disabilities in the classroom.
2.4. Physical Education History in Ethiopia
2.4.1 History 1900
Until the early 1900s, formal education was confined to a system of religious instruction
organized and presented under the aegis of the Ethiopian Orthodox Church. Church schools
prepared individuals for the clergy and for other religious duties and positions. In the
process, these schools also provided religious education to the children of the nobility and to
the sons of limited numbers of tenant farmers and servants associated with elite families.
Such schools mainly served the Amhara and Tigray inhabitants of the Ethiopian highlands.
Misguided policies caused very few children to receive an education. As a result Ethiopia
did not meet the Educational standards of other African countries in the early 1900s.
Toward the end of the nineteenth century Menelik II had also permitted the establishment of
European missionary schools. At the same time, Islamic schools provided some education
for a small part of the Muslim population. At the beginning of the twentieth century, the
education system's failure to meet the needs of people involved in statecraft, diplomacy,
commerce, and industry led to the introduction of government-sponsored secular
education. The first public school to provide a western style education was the Ecole
Imperiale Menelik II, which was opened in October 1908 under the guidance of Hanna Salib
and a number of Copt teachers. By 1924, Pankhurst notes that "no fewer than 3,000 students
had passed through the school", and states that in 1935 the school had 150 pupils. That same
year, Emperor Menelik II established a primary school in Harar.
37
In 1925 the government adopted a plan to expand secular education, but ten years later there
were only 8,000 students enrolled in twenty public schools. A few students also studied
abroad on government scholarships; Pankhurst provides minimum numbers for several
countries: at least 20 studied in Lebanon, 19 in Egypt, 12 in Sudan, 63 in France, 25 in
England, 8 in the United States, 10 in Switzerland, 10 in Italy, and smaller numbers in
Germany, Belgium and Spain.
Today, we have improved our system of education and opened a lot of primary, secondary &
preparatory and universities with appropriate distribution in ever sub- states of the country.
The curriculum, documents like syllabus, text books and teachers guide form elementary
schools up to secondary 1st and second cycle level needs time schedule in the county. The
university education is also arranged in the proper manner and equipped with manpower and
material resources in the old and newly opened universities.
In Ethiopia, similar to other countries of the world physical education is given as one type of
school subject like biology, chemistry math’s and etc. The physical education school
curriculum is serving students from KG.-university level. Physical education subject from
KG.-grade 12 is evaluated with P/F for each grade level. In college level physical education
is given as compulsory for major physical education diploma students and as P/F for
common course students. In university level it is also taught as compulsory for major
students and no instruction is given to non physical education major students.
2.4.2. MOEs Period Allotment in Secondary Education 1st cycles.
Table 1: Secondary Education 1st Cycle (Grade 9-10)
No Area Subject Grade
38
This curriculum schedule shows the normal distribution of each subject and is arranged to
meet their desired objective. But on the current situation of physical education school
program, the subject is not treated correctly, and implemented with its give time allotment
by the national curriculum. This problem is manifested in Arbaminch secondary schools.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY 3.1 Description of the Study Area
9 10
1 Language -English
-Optional Language
Amharic
6
3
6
3
2 Mathematics Math’s 6 6
3 Natural Science
Social science
-Physics
Chemistry
Biology
4
4
4
4
4
4
4 - Civics
- Geography
- History
2
2
2
2
2
2
5 Physical education Physical education 2 2
35 35
39
The Study area is located in Gamo Gofa Zone of SNNPR Regional State, specifically
located on the way to Walayta Sodo, South of Addis Ababa and it is about 505 km away
from Addis Ababa. The climate of Arbaminch is too hot and the average daily temperature
is about 33 oc. Arbaminch is reach in tourist attraction due to its two interesting lakes Chamo
and Abaya. Chamo is located to the south western part of the town and Abaya is located to
the south east of Arbaminch town. These lakes are rich in their fish production and
crocodile’s reproduction cites for national economic serves. In addition to these Arbaminch
is surrounded with Nechsare National Park of Ethiopia. On the other hand, Arbaminch town
has Arbaminch Kenema team that is participating in 2004 EC Ethiopian primer league
competition.
3.2 Research Design
The design of this research is chiefly used descriptive survey method & basically the aim of
this research is to describe the challenges of physical education subject implementation in
government secondary schools of Abaya, Chamo & Arbaminch preparatory and secondary
high school. Thus, and data was collected both with qualitative using paper-and- pencil &
non-intensive data collection instruments and quantitative like interview and observation
methods.
3.3 Methodology
Methodology is more general and refers a set of methods & Method means way of doing
things orderly or properly arrangement.
3.3.1 Method
As mentioned in the statement of the problem the study is focused to investigate the
challenges and current prospects of teaching physical education and to indicate possible
solutions for physical education teaching learning process. So that to investigate the
problems of the research, the researcher used both the qualitative & and quantitative
methods. The research methodology employed in the study was a descriptive survey.
3.4 Sample Size Determination
40
The data will be collected from three government secondary schools of Arbaminch town.
From these secondary schools 446 participants are taken from total number of 4460 students
and 65 sections. The researcher selected two sections, one from grade 9 (nine) and the other
from grade ten (10) totally 6 (six) sections with simple random method among the sections
mentioned above. The whole 10 physical education teachers & 9 top level school
administrators from the three secondary schools will be taken with purposive sapling to
respond the questionnaire. In addition to this the researcher interviewed the whole ten
physical education teachers who are teaching theory and practical physical education subject
in their respective section. Three directors are considered purposefully for interview purpose
and from six sections of students; the researcher selected one student from each section
based on student’s commitment and politeness. In addition to these researcher made also the
practical and theory class observation.
3.5 Instruments of the Data Collection
The required data are obtained utilizing the following instruments of data collection. The
research methodology employed in the study was a descriptive survey. The research
comprises of both primary and secondary data sources. Primary data is collected through
employing multitude of data gathering techniques including structured questionnaire, key in
format interview and observation check list. Secondary data is gathered from published and
unpublished journals and books, project documents, web sites and other sources. Percentage
and frequency count were used to analyze and interprets the data.
3.5.1 Observation
Class room instruction is important source of data collection in describing the
implementation of an educational innovation. In class room instruction teacher’s skill,
knowledge, subject application, classroom management, teaching aid utilization, the quality
of text books, evaluation techniques and other necessary facilities meet and interact to create
the citizens envisioned by an education. Observation is one of very important source of data
gathering instrument which we use in our research. As Miller and Brewer: 2003,
“observation is fundamental part of social activity and a critical tool to look on the forms of
41
social interaction”. I used observation to look the implementation of physical education
classrooms which were observed for two weeks for a total of 20 periods (10-practical &10-
theory periods) each has 40’ minutes. Each teacher from the total of 10 teachers is observed
practical and theoretically while teaching physical education program in their subject areas.
3.5.2 Questionnaire
Structured questionnaire helped me to collect the desired data from the sample students,
teachers, and directors from three government schools of Arbaminch. Close and open ended
questions were included in the questionnaires. Even though most of the questions were close
ended, some open ended questions were parts of the questionnaires for students, teacher &
school directors. The questions in the questionnaires for the students were aimed at the
students’ reaction, discovery of their interest and attitude towards to the subject, availability
of instructional and supplementary materials, equipments and facilities, and factors
hindering the implementation process of physical education. Teachers’ questionnaires
focused on similar ideas to the students’ questionnaire, the extent to teacher’s use of
theoretical and practical work makes it different, teaching methods, teacher’s role during
teaching activities, the actual application of teaching learning process and constraints.
Similarly, for school directors questionnaires were distributed and collected. In addition to
these suggestions, possible solutions and improving instructional implementation were
included in open ended form.
3.5.3 Interview
Interview was one of the instruments used to gather data in this study. In qualitative data
collection method, depth interview is an important tool for data gathering process. Amharic
language was used for this purpose so as to facilitate communication between the
interviewer and interviewees. Interview was delivered to the subject teachers, directors, and
students to identify their opinions, views, feelings, perception, and/or practices regarding to
challenges during implementation of physical education. The interview has been conducted
by guiding interview questions. The interview focused especially on the 3 directors, because
their positions are important to describe whether if an educational program is being
42
implemented as planned or not. They know the strength or challenges, weakness and
opportunities of each of the school communities.
3.6 Data Analysis Techniques
The data collected qualitatively (questionnaire and observation check list) has been analyzed
using tactical method (percentage and proportion) to compare the findings in secondary
schools of Arbaminch town. The data collected quantitatively were categorized in two
different categories, analyzed and interpreted starting from the first day interview so that it
could be handled easily. Finally the data collected quantitatively and qualitatively were
triangulated to reach on more reliable conclusion.
3.7 Validity
Validity is insured by a prolonged engagement, persistent observation triangulation and
member checking (Denzin &Lincoln: 2000). To ensure validity, the reseacher used
triangulation of data from questionnaire, interview and observations that reveals similar
result. The following diagram clearly shows the triangulation of instruments of data
collection.
Questionnaire Interview
Observation
Figure. 1. Validity check diagram to show the relationship between questionnaire, interview
and observation
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1. Characteristics of Respondents
This sections, tries to present analyze and interpret the collected data. For data collection,
three (3) government schools the whole subject teachers were observed, interviewed and
responded the questionnaire. The students of the observed classes (six (6) sections were
43
participated to respond to the questionnaire and from these respondents, 6 selected
individuals, were interviewed by the researcher. Similarly nine (9) school administrators
responded to the questionnaire and from these only three (3) selected directors, representing
chamo secondary school, Abaya secondary school, and Arbaminch preparatory and
secondary high schools were involved in the interview.
Table -2. Characteristics of the Teachers
Government Schools Teachers Characteristics
Arb.Pre.& second. Abaya Secondary Sch. Chamo Secondary Sch.
Experience
Year
Sex Sex Sex
M F Total % M F Total % M F Total %
5-9 2 - 2 44.4 1 - 1 50 1 - 1 50
10-29 3 1 4 66.6 1 - 1 50 1 - 1 50
Total 5 1 6 100 2 - 2 100 2 - 2 100
Qualification
Degree
5 1 6 100 2 - 2 100 2 - 2 100
The above table shows the characteristics of the observed teachers while teaching in the
classroom & practical lesson time. Therefore, from table three we can understand 4
(66.6%)of Arbaminch preparatory and secondary school teachers have experience of more
than ten years but. the rest two of them have the experience of 44.4%.In Abaya secondary
school from two physical education teachers one of the teacher’s has 5 years experience &
the other teacher has the experience of more than 29 years. In Chamo secondary school,
similar to Abaya secondary school there are two physical education teachers who are
teaching physical education subject .And as shown on the table one of the teacher has the
experience of 5 and the other teacher has the experience of more than 29 years.
This means that from three government schools of Arbaminch secondary schools, one
female physical education teacher and 5 male teachers’ have more than 10 years experience
and the rest 4 teachers have the experience of 5 years. So that this shows more than half
44
(60%) of the teachers in Arba Minch secondary schools are experienced in teaching physical
education subject. In relation to their qualification, 100% of the teachers in Arba Minch
secondary schools are first degree graduates. However, as we observed in Abaya and Chamo
secondary schools there is no female physical education teacher. But in Arba Minch
preparatory & secondary school only one female physical education teacher was teaching in
the staff. On the other hand, in three secondary schools of Arba Minch town, all of the
physical education teachers are working in both shifts. And the work load of the teacher was
more than 14 sections in average. The schools’ current weekly time allocation for teaching
physical education is a single period of time per a week. Therefore, with this time allotment,
health related physical fitness is not expected. This reduced time allotment in the school
setting would bring challenge on educational objectives of teaching physical education
Table -3. The Characteristics of the Students
Schools Age M F Total
G. 9 G.10 Total G.9 G.10 Total
Abaya 15-20 39 41 70 38 30 68 138
21-30 2 4 6 1 2 3 9
Chamo 15-20 42 36 78 39 40 79 157
21-30 0 2 2 0 1 1 3
A/M/Sec 15-20 35 35 70 37 32 69 139
Total 118 118 226 115 105 220 446
As we mentioned earlier the participants were from two sections of three secondary schools.
And table 2 shows us the student respondents from secondary schools of Abaya, Chamo,
and Arbaminch preparatory high school. Out of 446 students 434 (97.31%) are in the age of
15-20 years, 12(2.69%) of the students are in the age of 21-30 years.
This shows that almost all of the respondents from the three secondary high schools are
categorized in the age of 15-20 years old. In terms of gender, out of 446 students, 226
respondents (50.66%) are male students and 220(49.34%) respondents are female students.
This implies that equivalent numbers of male and female students are participated to respond
to the questions according to the purpose.
45
4.2. Data Presentation, Analysis and, Interpretations
This is the section where the collected data were presented, analyzed and interpreted as it is
stated in the methodology of this study and data were collected by observation,
questionnaire and interview, and presented, analyzed and summarized on the findings
under the issue rose to answer the research question.
The data collected through the questionnaire were tabulated and analyzed in the form of
tables. With this respect, 22 tables were constructed based on the different items of the
questionnaires. The data obtained through observation and interviews were presented as
supplement in the text where needed accordingly. The data collected and analyzed were
presented as follows:
Table- 4. The respondents’ response about the students’ regular physical education class
attendance without being absent
As shown in the table 3 above student respondents from three government schools of Arba
Minch town out of ,330, (73.99%) have attended the regular class of physical education and
the rest from 116, (26.01%) of them replied that they are not regularly attending the physical
educating class without being absent.
The interview result conducted to teachers replied that most of the students during physical
education period have attended their regular classes without being absent.
As we observed the instructional process of physical education during practical and
theoretical period and the attendance list of the subject teacher, the most majority of students
Do you attend properly
the school physical
education instruction
without being absent?
Alternatives
Total No.tudents.
from446
Percentage
Yes 330 73.99
No 116 26.01
Total 446 100
46
in all three secondary schools of Arba Minch are attending the regular classes with out being
absent.
Table -5.Responses towards the current time allotment of physical education in secondary
schools by students, teachers and administrative bodies in the school.
Item
(Alternatives
Responses(out of
446 students )
% Item (Alt.) Responses(out
of 10 teachers)
%
Yes 89 19.96 Yes ____ ___
No 357 80.04 No 10 100
Total 446 100 Total 10 100
As we observed from table 4, out of 357, (80.04%) of the student respondents and all of 10
(100%) teacher respondents replied that the current time allotment to physical education in
Arba Minch secondary schools are not enough to teach physical education and the rest
respondent 89 (19.96%) of the student respondents answered that the current time allotments
in the school, are enough for teaching physical education. As researcher interviewed the
school administrative bodies, they also replied that they don’t believe the current reduced
time allotment from the actual MOEs period distribution to physical education is not
enough. But to get a period for IT (Information technology), they found temporary solution
to take one period from physical education subject.
So that this shows, the majority of the students and all of the Physical education teachers
from 3 secondary schools said that the current time allotment (one period per week) is not
enough to teach physical education subject. And similarly the administrators from each
school also believe that one period per a week would not be satisfactory to meet the
objective of physical education subject.
The respondents’ response about the impacts clarifies that they observed after the reduction
of regular two periods per a week in to one has created shortage of physical education.
47
From the researcher’s gathered data with questionnaire and interview, the students’ and
subject teachers ’ response on the impacts they observed after the reduction of regular two
periods per a week in to one is meant as follows:
Lack of attention to the subject
Reduction of students fitness level
Problems to relate theory with practice
The playing areas were not kept clean and safe
Therefore, quality physical education in the school could be gained with sufficient time
allotment and with intensive training in regular physical education program. And thus,
this quality physical education program is essential in helping students gain competence
and confidence in a variety of movement forms .It should provide a sound framework for
the design and assessment that develop the students' motivation, fitness, cognitive,
affective/behavioral, and active lifestyle needs, and should focus on life-time
involvement. To avoid the decline of physical education program in the school has to be
give attention with all stockholders in the community and in the national level.
Table. 6. The students’ response on the sufficient number of physical education teachers in
the school.
Item Alternatives Respondents out of
(446) Stu.
%
Are their sufficient physical education
teachers in your school?
Yes 255 57.17
No 191 42.87
Total 446 100
48
As we observed on the above table 255 (57.17%) of the students responded that there are
sufficient amount of teachers who are teaching physical education in the school and the rest
191 (42.87%) of the respondents answered that there are not sufficient amount of physical
education teachers in their school.
As we interview results from the subject teachers and the researchers’ observation check list
emphasis, there is no sufficient teachers in three schools. In addition to this, as we observed
the weekly load of each physical education teacher shows more than 15 sections specially in
Abaya and Chamo secondary schools. So that the number of teachers in Arba Minch
secondary schools are not sufficient to bring progressive change on the physical education
subject. And hence, it is better to provide additional, trained physical education teachers to
solve the current problem.
Table 7. The student response whether sex has influence or not on school physical education
practice.
Item
(Alternatives)
Response ( out of
446 students
%
Yes 192 43.05
No 254 56.95
As shown in the above table 192 (43.05 %) of the respondents answered that sex has
influence in schools physical education participation. And the rest 254 (56.95 %) of the
respondents answered that sex has no influence in physical education participation. This
indicates that, more than half of the students are responded that sex has no influence in
physical education participation. Moreover, researcher observed few male and some female
students sitting near the field of practical class. During this practical period of the teaching
learning process of physical education, the researcher wants to ask the case for female
students sitting on the bench .After oral communication with those female students, the
students answered that they were left aside from the practical period due to their
menstruation problem. From this point of view menstruation is temporary case and sex has
no much influence except in hard muscular work.
49
Table 8. The responses of students, teachers and administrators of the school on people’s
perception to physical education
Items Respondents (out of 446 students) %
Yes 226 50.67
No 220 49.33
Total 446 100
As shown in the above table 226 (50.67%) of the respondents answered that the students and
teachers positive attitude and perception towards physical education subject with equal
respect to other subjects. The rest 220 (49.33%) of the respondents are replied that there is
no positive attitudes and perception towards physical education so that almost half of the
respondent responded that they perceive physical education subject equal to other field of
studies on the contrary the rest half of the respondents are perceiving ideas that physical
education has no equal value and status with other field of studies. The interview result of
teaches and administrators implies that there is lack of awareness to the objective of physical
education subject with school community and the society. In addition to that the nature of
the subject (that needs more of euro muscular coordination) brings challenges on the
implementation of school’s physical education subject.
Table 9. The students’ response to questions showed that they have good perception for
physical education.
Reasons for having good perception to
wards physical education subject
Alternatives (Yes
given by student.
Respondents out of
(226) Stu.
%
50
-The objective is more than physical
development
Yes 57 25.22
-It enhance the knowledge of health
habit not to smoke
Yes 72 31.86
- I like the subject Yes 50 21.12
-It relief tension Yes 47 20.80
Total 226 100
On table 9 from the total respondents of 226 students, 57(25.22%) of the respondents
answered that physical education objective is more than physical development. 72(31.86%)
of the respondents reasoned out that physical education enhances the knowledge of health
habit not to smoke.50 (21.12%) of the respondents replied that they liked physical education
subject and 47, (20.80%) of the respondents answered they perceived physical education
relief tension during stress.
Table 10.The students’ response the reasons that they had bad perception for physical
education.
Reasons of having bad perception to wards
physical education subject
Alternatives(N)
given by the
students
Respondents
(out of 220)
Students
%
I don’t like the subject No 70 31.82
I have poor relationship with my teacher No 38 17.27
Previous unsuccessful experience No 74 33.64
I think our teacher does not give fair mark No 38 17.27
Total 220 100
In table 10, from the total of 220 students, 70(31.82%) of the respondents answered they
don’t like physical education subject, 38 (17.28%) of the respondents replied that they have
poor relationship with their subject teacher and 74 (33.64%) of the respondents answered
that they developed negative attitude due to their unsuccessful physical education
performance. The rest 38 (17.27% of the respondents answered that they are not satisfied
51
with the assessment of physical education teacher. So that we can understand from this
response the reasons for bad perception result from the students and from teachers lack of
proper evaluation.
Generally, the school community and society develop knowledge on the benefit of schools’
regular physical education from leaner fitness and bodies lower blood pressure to improve
mental health and cognitive functioning. Therefore, we believe that the School Physical
Education and Sports Program should promote physical activity, should teach skills as well
as form or change behavior, and should be able to influence health and well being across the
life span. Also that a quality program of Physical Education must be a core requirement in
all schools and a central component in a comprehensive school's health program.
(Allensworth & Kolbe 1987). Helping students learn to be active during their early lives will
provide an important foundation for lifetime physical activity.
Table 11.The students response about the qualities observed on physical education teacher.
(Teachers competency) In regular
instruction
Rank given to teachers quality by the students
52
1st 2nd 3rd 4th 5th 6th 7th 8th 9th Total %
Utilize different teaching aids 18 25 40 42 66 48 75 77 55 446 100
Clarity on content 43 38 56 68 55 78 48 30 30 446 100
Effort to achieve the objective 77 66 44 65 41 44 39 38 32 446 100
Effective in classroom
management
72 66 59 44 45 41 55 39 25 446 100
Punctuality and being role model. 44 56 59 57 69 45 39 37 40 446 100
Providing adequate answer to
questions provided by the students
41 39 50 70 66 58 50 38 34 446 100
Utilizing appropriate tech/ methods 47 49 55 66 64 36 40 42 47 446 100
Considering individual difference 33 38 39 50 44 56 64 67 55 446 100
Utilization of continuous
assessment
27 30 39 46 45 48 65 70 76 446 100
Total 401 408 508 508 495 454 475 438 394 4014 900
Discussion about table eleven
Discussions about the respondents’ response about the qualities of the teachers on teaching
learning process in physical education.
1. Teacher’s utilization of different teaching aids.
As mentioned in the above table the respondents response about the use of teaching aids by
the teacher from the total 446 students, 77 respondents ranked the 8th choice and this is the
highest number in the population. 75 of the respondents ranked the 7th choice and this
number is the 2nd highest number in the population. 66 respondents ranked 5th choice and this
number is the 3rd highest number in the population. This means 5th, 7th & 8th choice for
teacher’s utilization of different teaching aids during physical education instruction process.
Therefore, we can understand from this table teachers use of teaching aids in instruction
53
process is low. So that use of teaching aids in instruction process by the teacher has to be
improved to give quality physical education program.
2. Clarity of content
As mentioned in the above table the respondents response about the use of teaching aids by
the teacher from the total 446 students, 78 respondents ranked the 6th choice to them and
this is the highest number in the population. 68 of the respondents ranked the 4th choic and
this number is the 2nd highest number in the population. 56 respondents ranked 3rd choice
and this number is the 3rd highest number in the population. This means 3rd, 4th & 7th choice
for teachers’ subject matter knowledge during physical education instruction process.
Therefore, we can understand from these table teachers have enough knowledge to teach
physical education.
3. Effort to achieve the objective
As mentioned in the above table the respondents’ response about the teachers’ effort to
achieve the objective of physical education from the total 446 students, 77 respondents
ranked the 1st choice and this is the highest number in the population. 66 of the respondents
ranked the 4th choice and this number is the 2nd highest number in the population. 65
respondents ranked 4th choice and this number is the 3rd highest number in the population.
This means 1st, 2nd & 4th choices are for teachers’ effort to achieve the objective of physical
education during physical education instruction process. Therefore, we can understand from
these table teachers’ efforts to achieve the objective of physical education is high.
4. Effective in classroom management
As mentioned in the above table the respondents’ response about effective classroom
management by the teacher from the total 446 students, 72 respondents ranked the 1st choice
and this is the highest number in the population. 66 of the respondents ranked the 2nd choice
and this number is the 2nd highest number in the population. 59 respondents ranked 3rd
choice and this number is the 3rd highest number in the population. This means 1st, 2nd &3rd
choices are for teachers’ effectiveness in the classroom management during physical
54
education instruction process. Therefore, we can understand from these table teachers have
very high qualities in classroom management.
5. Punctuality and being role model.
As mentioned in the above table the respondents response about punctuality and being role
model of the teacher from the total 446 students, 69 respondents ranked the 5th choice and
this is the highest number in the population. 59 of the respondents were ranked the 3rd choice
and this number is the 2nd highest number in the population. 57 respondents ranked 4th
choice and this number is the 3rd highest number in the population. This means 3rd, 4th & 5th
choices are for teachers’ punctuality and being role model during physical education
instruction process. Therefore, we can understand from these table teachers are some what
punctual and role model in their teaching physical education.
6. Providing adequate answer to questions raised by the students
As mentioned in the above table the respondents response about Providing adequate
answer to questions provided by the students from the total 446 students, 70 respondents
ranked the 4th choice and this is the highest number in the population. 66 of the respondents
ranked the 5th choice and this number is the 2nd highest number in the population. 58
respondents ranked 6th choice and this number is the 3rd highest number in the population.
This means 4th 5th & 6th choices are for teachers’ providing adequate answer to questions
raised by the students during physical education instruction process. Therefore, we can
understand from these table teachers have average knowledge in Providing adequate answer
to questions raised by the students to teach physical education.
7. Utilizing appropriate tech/ methods
As mentioned in the above table the respondents response about the use of appropriate
teaching methods by the teacher from the total 446 students, 66 respondents ranked the 4th
choice and this is the 1st highest number in the population. 64 of the respondents ranked the
5th choice and this number is the 2nd highest number in the population. 55 respondents were
ranked 3rd choice and this number is the 3rd highest number in the population. This means
55
3rd, 4th & 5th choices are for teachers’ use of appropriate teaching methods during physical
education instruction process. Therefore, we can understand from these table teachers use of
appropriate teaching methods to teach physical education is average.
8. considering individual difference
As mentioned in the above table the respondents response about the use of teaching aids by
the teacher from the total 446 students, 67 respondents ranked the 8th choice and this is the
highest number in the population. 64 of the respondents ranked the 7th choice and this
number is the 2nd highest number in the population. 56 respondents ranked the 6th choice and
this number is the 3rd highest number in the population. This means 6th, 7th & 8th choices are
for teachers’ ability of considering individual difference during physical education
instruction .Therefore, we can understand from these table teachers have low level of
considering individual difference while teach physical education.
9. Utilization of continuous assessment
As mentioned in the above table the respondents’ response about the use of continuous
assessment by the teacher from the total 446 students, 76 respondents ranked the 9th choice
and this is the highest number in the population. 70 of the respondents ranked the 8th choice
and this number is the 2nd highest number in the population. 65 respondents ranked 7th and
this number is the 3rd highest number in the population. This means 7th, 8th & 9th choices are
for teachers’ use of continuous assessment during physical education instruction. Therefore,
we can understand from these table teachers are poor in the use of continuous assessment
during teaching physical education.
56
Table-12. The respondents’ expectation about school community’s positive or negative
views on relevance & appropriateness to physical education curriculum.
Item
(Alternatives)
Response ( out of
446 students
%
Yes /Positive 230 51.57
No/Negative 216 48.43
As shown on the above table 230 (51%) of the respondents are answered the school
communist have positive attitude to the relevance& appropriateness of physical education
curriculum.216 (48.43%) of the respondents are responded that the school communities have
negative attitude towards to the relevance and appropriateness of physical education
curriculum.
This means more than half of the school communities show positive attitudes to wards the
relevance and appropriateness of physical education curriculum. On the contrary the rest of
the school communities have negative attitude towards the relevance and appropriateness of
the physical education curriculum. From this we can understand knowingly or unknowingly
with their back ground experience, lack of exposure to sport activities, peer pressure,
cultural influence and personal problem of the community they might be forced to develop
negative attitude to physical education curriculum.
As shown on the above table 230(51%) of the respondents answered that the school
communist have positive attitude to the relevance& appropriateness of physical education
curriculum.216(48.43%) of the respondents are responded that the school communities have
negative attitude towards to the relevance and appropriateness of physical education
curriculum.
This means more than half of the school communities show positive attitudes to wards the
relevance and appropriateness of physical education curriculum. On the contrary, the rest of
the school communities have negative attitudes towards the relevance and appropriateness of
the physical education curriculum. From this we can understand knowingly and
57
unknowingly with their back ground experience, lack of exposure to sport activities, peer
pressure, cultural influence and personal problem of the community they might be forced to
develop negative attitude to physical education curriculum
Table-13.The students’ response on the types of suitable play grounds in the school.
As shown on the above table out of 446 students 91 (20.40%) of the respondents replied that
foot ball field is suitable in their school. 120 (29.91%) of the respondents answered that
volley ball court is suitable in their school. 37 (8.30%) of the respondents responded basket
ball is suitable in their school. There is no respondents replied for the suitability of hand ball
court in their school. 28 (6.28%) of the respondents answered Athletic field is suitable in
their school. 170 (38.11%) of the respondents answered that the sport play grounds in the
school are not suitable.
This means that the majority of the respondents supported the idea that their school sport
play grounds are not suitable for practical physical education program.
As seen from the outcomes, the teachers and the school administrative bodies, response
result has the same to students’ response. In addition to this the observations based on
schools play grounds show similar result to the students and administrative bodies response.
So that school and the stokeholds of the education because have to aggregate to improve the
standards of physical education play grounds in secondary schools.
Types of suitable play grounds in the school Response ( out of 446 students %
Foot ball 91 20.40
Volley ball 120 29.91
Basket ball 37 8.30
Hand ball - -
Athletics 28 6.28
All are No suitable 170 38.11
Total 446 100
58
Table 14. The students’ response on the availability of facilities in the school
As we observed from the above table all of the respondents 446(100%) of the students and
similarly all of the respondents 10(100%) of the teachers responded that there are no
gymnasium, dressing room, shower rooms for students and teachers, sport library, store for
materials are not present in the school. on the contrary, all of the students and the subject
teachers are responded there is office for physical education department.
This shows only office for physical education department is present in the school. As
researcher observed all of the above mentioned ideas are the same and the office of physical
education department is for teaching staff and store for sport equipments. In addition to this
the size of the office is small. Due to this reason the room does not accommodate chairs with
number of the teachers and it has no sufficient spaces to display sport equipments wit their
specific items. Therefore, the school administrators and the stockholders should give
attention for quality education avoid the problems for absence of sport store room building
room, for the absence sport library organizing sport library with in the school library of out
side school library in school campus. For gymnasium, shower rooms and dressing rooms the
school administrative bodies and the other stockholders have to work jointly fulfill the need
of sport science department.
Types of facilities in
the school
Alternatives Response out of
446 student
% Response (out
of 10Teach.
Alt. %
Gymnasium No 446 100 10 No 100
Dressing room No 446 100 10 No 100
Shower rooms for
the stud. & teach.
No
446 100 10 No 100
Sport library No 446 100 10 No 100
Office for the
department
Yes 446 100 10 Yes 100
Store for materials No 446 100 10 No 100
59
Table15. The student’s and teacher’s response about the availability of sport equipments in
the school
Responses
(Items)
Respondents (out of
446 students)
% Responses
(Items)
Respondents (out of
10 teachers)
%
Yes --- - Yes --- -
To some extent 190 42.6 To some ext. 2 20
No 256 57.4 No 8 80
Total 446 100 Total 10 100
As shown on the above table out of 446 students, no body responded for there was no
available sport equipments in the school.190 (42.60%) respondents saying that there are
some amount of sport equipments in the school .The rest 256 (57.40%) of the respondent
replied that there is no available sport equipments in the school. out of 10 teachers no body
ie responded there is available equipments in the school and the rest 2 (20%) of the
respondents saying that there is some amount of sport equipments in the school. the rest
8(80%) of the respondents are replied that there is no available sport equipments and
materials in the school.
This implies that more than half of the students and the majority of the teachers responded
that there are no available sport equipments and materials in the school.
Types of equipments and materials in the school
As we gathered information from the interview result the teachers and the students
responded similar idea. For this matter, they reason out that materials in the school like hand
ball, gymnastic apparatus such as parallel bar, Swedish box, horse pummel and athletics
equipments like standard hurdles, starting bocks for running events, jumping poles for high
jump, jumping pit for broad jump are not present in the school. foot balls, volley balls and
basket balls are not satisfy the need of the students while they are performing enter- mural,
extra- mural programs and regular practical teaching sessions.
60
As researcher observed the above mentioned problems are obvious and which hindered the
implementation of physical education program in Arbaminch secondary schools. So that, the
school communities and the administrators have to provide some necessary materials and
equipments to physical education department by mobilizing the stockholders. In addition to
that they have to subsidize annual budgets for sport equipments. In addition to that sport
department has to plan in advance to fulfill easily made & risk free materials to prepare from
locally available material and more sophisticated materials should bought with there full
garnet to avoid any risk on the athlete.
Table -16. The Teachers response about the availability of teaching materials like text
books, teachers guide, syllabus and reference materials.
Response about the availability of teaching materials Out of 10 Teachers %
Yes 0 0
To some extent 3 30
No 7 70
Total 10 100
As shown in the above table, out of the total of 10 teachers 3 (30%) of the respondents are
replied that there are some amount of teaching materials are available in the school.7(70%)
of the respondents responded there is no available teaching materials like text books,
teachers guide, syllabus and reference materials in the school. No respondents are responded
for the presence available teaching materials in the school.
This means the school is suffering with shortage of text books, teachers guide, syllabus and
reference to teach physical education. Therefore, the school administrators and the other
stockholders have to find solutions for the shortage of physical education teaching materials.
The solution might be found by means of coping, buying, lending or communicating with
regional and kilil educational bureau for the shortage of teaching materials in the school.
61
Table 17. The respondents’ response about students’ & teachers’ interest on physical
education subject when classroom instruction is going on.
Items Responses (Out of
446 students)
% Items Responses out of
10 teachers
%
High 285 63.90 Items 7 70
Medium 120 26.91 Medium 2 20
Low 41 9.19 Low 1 10
446 100 10 100
As in the above table respondents out of 446 students 285 ( 63.90 %) of the respondents
responded that they have high physical education subject interests when they are learning in
the class room. 120(26.91%) of the respondents replied that they have medium level of
interest while they are learning physical education subject. The rest 41 (9.19%) of the
students replied that they have no interest to learn physical education.
The teachers response shows from the total of 10 teachers 7(70%) of the respondents replied
they have high interest in their teaching physical education .2 (20%) of the respondents of
the teachers responded that they have medium level of interest in physical education.1
(10%) of the respondents from the teachers responded that they have less interest of teaching
physical education. This means more than half of the respondents of the students, and some
of the respondents have medium level of interest for learning physical education, the rest
few of the students have less interest in learning physical education subject. On the contrary
the majority of the respondents of the teachers have high level of interest in teaching
physical education. Some teachers have medium level of interest in teaching physical
education and the rest few of the respondents from teachers again responded they have less
interest in teaching physical education. This shows the majority of the students and the
subject teachers have high and medium level of interest to physical education subject and
few of both students and teachers’ respondents responded they have less interest of physical
education subject.
62
As researchers observation the majority of the students and teachers during practical and
theory classroom teaching learning process have high interest to physical education lesson.
The rest few of the students and the subject teachers have less interest to physical education
subject. The reasons to less interested groups are:
The lack of support (from administrators)
The absence of physical education subjects in the national exam.
Due to the reduction of time allotment from its previous status.
Lack of sufficient budget. To fulfill sport materials
Lack of facilities and equipments.
Absence of short and long in-service professional
Attitudinal problem of community and peers
Lack of play grounds for different sport activities
The need of high commitment and dedication to the subject by all stockholders.
The risk full nature of the subject (Sport injuries).
The weather condition of the environments / the hot weather condition of the
area.
The bulky nature of content to finish with limited short time of /one period/.
The lack of concerned bodies (sport officer) made available to each district.
Table 18. the teachers responses about the level of support given by the school
administrators
Items Respondents out of 10 Teachers %
High 0 0
Medium 5 50
Low 5 50
Total 10 100
As shown in the above table, the respondents’ response from the total of 10 teachers, 5 (50%
of the respondents are responded that the support given from administrators with finance and
material are medium. 5 (50%) of the respondents are replied that the finance and the
material support given by school administrators are low. This means both group of
63
respondents mentioned that the support given by school administrative bodies are not
satisfactory. As the researchers observation about the school administrative bodies support
given with idea, finance and material is similar to the respondents. Therefore, the school
community has to work jointly and share their ideas to over com the problem of finance and
materials.
Table 19. The respondents’ response about the influence of weather condition for the
implementation of physical education
Items Response out of
446 students
% Items Response out of
10 teachers
Yes 401 89.91 Yes 10 100
No 45 10.09 No 0 0
As shown inn the above table out of 446 students 401(89.91%) of the respondents replied
that weather condition of the school location could affect the implementation of physical
education. 45 (10.91%) of the respondents of the students responded that the weather
condition of the school location could not affect the implementation of physical education.
From out 10 teachers all the teachers are responded that the weather condition of the place
would not affect the implementation of physical education. This means 89.91% of the
respondents of the students and all (100%) of the respondents of the teachers are responded
the weather condition of the school location could affect the implementation of practical
physical education class. Therefore the secondary schools in Arbaminch town are highly
affected by hot weather condition. So that, the school administrators should adjusts the time
table considering the strong sun light hours of the day.
64
Table 20. The respondents response whether they are getting professional in-service training or not
Responses about professional in-service training Out of 10 teachers %
Yes 0 0
To some extent 1 10
No 9 10
Total 10 100
The respondents response out of 10 teachers 1(10%) of the respondents responded that the
teachers are getting some amount of in-service training in their service years in teaching
physical education. 9 (90%) of the respondents responded that they don’t have given
educational in-service training in their service years of teaching physical education. This
means the majority of the teachers of physical education were not getting in-service training
in their service years. On the contrary, few of number of physical education teachers in the
schools provided with in-service training in the school. As researcher interviewed the
subject teachers, especially from Chamo School one teacher was sent for 21 days of
coaching badminton. These conditions enhance the motivation for the subject teacher and
gives base for quality physical education. Generally, training is necessary for physical
education of secondary schools. The necessity of training of teachers to implement
educational program in effective way is unquestionable. In this area Shuster (1963) states
“Teachers fail to utilize the best procedure of teaching due to the failure of administration to
provide in service growth and support for change”. Moreover, Negatu (2004) also said that
in-service training “promotes efficiency, maintains enthusiasm, increase information
expands interests and in general keeps teachers professionally alive and up-to-date.”
Thus from the above mentioned evidences and from eye whiteness’s it might be possible to
deduce that almost all of the physical education teachers that have no received any in-
service or on-job training regarding the content of the subject they are teaching.
65
Table 21. The respondent’s response on the physical education subject to be as one of the
national exam
Items Responses (Out of
446 students)
% Responses out of
10 teachers
%
Yes 357 80.04 Yes 9 90
I am not sure 89 19.96 I am not
sure
1 10
No 0 0 No 0 0
Total 446 100 10 100
The respondent’s suggestion on the physical education subject being as one of the national
exam.
As shown in the above table out of 446 students 357(80.04%) of the respondents that
responded physical education subject has to be held in national exam. And 89(19.96%) of
the respondents from the students responded that they are not sure whether or not physical
education subject is held in national exam. On the other hand out of 10 teachers 9 (90%) of
the respondents replied that physical education subject has to be held in the national exam
cooperated with other field of studies. The rest 1(10%) of the teachers respondents are
replied that they are not sure whether physical education has held in the national exam or
not. So that almost all of the students and the teachers respondents are replied that they have
need of implementing physical education subject to be held in the national exam.
The respondents’ reason out that physical education is an integral part of total educational
process that is aimed to develop physical, mental, skill and motor, social and emotional well
being through the medium of physical activities. So that student with physical education
interest will get chance of being to choose physical education as a field of specialization or
field of study to enhance their performance with that line. From this we can understand at
the end of grade 8, grade 10 and grade 12 levels there should be physical education national
exams to select interested and talented with theory and practical concept of physical
66
education. This conceptual knowledge physical education leads to the students to have
awareness in rules of the game, practical procedures, philosophy and methodological
development of physical education.
As we know at the end of grade 8, pupils take the national Primary School Certificate exam.
Two 4-year cycles of primary education are now followed by 2 years of general secondary
education. At the end of Grade 10, pupils take the Ethiopian General Secondary Education
Certificate / 10th Grade National Examination. This exam is administered by the Ministry of
Education’s National Organization for Examinations. After having successfully completed
this exam, pupils can cope to attend the two general upper grades or follow vocational
training.
The second phase of preparatory secondary education has also consisted of a 2-year period
since 2001 (Grades 11, 12) and is regarded as preparation for higher education. Until 2003,
pupils could obtain the Ethiopian School Leaving Certificate (ESLC) at the end of this
period. This certificate has since been replaced by the Ethiopian Higher Education Entrance
Examination (EHEEE). /Taken from Education System Ethiopia. International Recognition
Department 2011 Nuffic, The Hague/ Therefore, the need of physical education for peoples
of all type and especially organizing formal education in the school setting is unquestionable
including physical education in the states national examination. This application of physical
education in the national examination can enhance the quantity and quality physical
education curriculum in the nation. The curriculum improvement also leads us to improved
health, active life style and positive attitude towards physical education and sport.
Table 22. The respondent response on whether their physical education lesson is inclusive or
not.
Items Response out of
446 students
% Items Response out of
10 teachers
%
Yes 31 6.95 Yes 9 90
No 415 93.05 No 1 10
Total 446 100 Total 10 100
67
As show on the above table out of 446 students 31(6.95%) of the respondents responded that
their physical education class was inclusive. 415 (93.05%) of the respondents from the
students responded that their physical education lesson was not inclusive. On the same way
out of 10 teachers 9 (90%) of the respondents responded that physical education lesson in
their school was inclusive. The rest 1(10%) of the respondents from the teachers responded
that physical education lesson was given inclusive.
Therefore, almost all of the respondents of the students and teachers are responded that the
schools physical education lesson was not inclusive. The rest few of the students and
teachers respondents responded that the physical education in their school lesson was
inclusive.
As the researchers interview result, eye witnesses of observation check list and text book
evaluation there is no the curriculum guide for teaching inclusive in the high schools except
exercise types for females and male students.
The definition of adapted physical education by scholars is providing physical education
designed for students with disabilities or gifts or talents who also have special learning
needs. To implement special need physical education the respondents’ students and teachers
reason out the following short comes.
1. Lack enough knowledge.
2. Lack of available materials.
3. Shortage of time.
4. Attitudinal problem of the school environment.
5. The commitment of the participant (student) with special need.
6. Teacher’s commitment and dedication to work with students of special needed is low.
As the researchers gathered information from the interview the physical education teachers
tell me that they have problem of text book that concerns special need students and there
was no course while they were at the university. So that they have no subject matter
knowledge plus method of teaching, and organization skill to teach special need students.
Few teachers share their experience as follows, exercise for fitness, dividing the body part
and exercise type e.g. Exercise for upper body if the special needed individual has the
defect in this lower limb. Exercise for the lower body if the special need individual has the
68
disability in his upper body. In addition to that the respondents replied as if they are
providing balls to throw and to kick with their normal limbs.
The challenges of teaching physical education in secondary schools are listed by the
students, teachers, administrative bodies, and interview questions and researchers
observation. These challenges are:
Time allotment reductions
Shortage of materials like text books, teachers guide and syllabus & references
Large class size
Absence of play grounds like hand ball and basket ball courts and lack of suitable
foot ball field, athletics jumping pits.
Teaching environment( weather condition)
Attitudinal and perception problems with most community members, & concerned
bodies not to be seen its objective other than physical development.
Lack of equipments like gymnastic apparatus, high jump poles, stopwatches and
measuring clapper and sprint staring blocks.
Lack of facilities like gymnasium, office for the staff members, shower rooms, store
rooms for the physical education department.
Lack of proper budget allocation
Reduction of interest with some physical education teachers.
Absence of appropriate dressing to the physical education teachers.
Absence of sport library and reference materials in the school.
Period imbalance comparing with other teaching subject like biology, civics physics
and so on.
The unrelated condition of health related fitness program with physical education
current time allotment.
Lack of in-service training, workshops and frequent upgrading service for physical
education teachers comparatively to other academic subjects.
Lack of inclusive (physical education for the students of all type) teaching physical
education in the schools
69
The suggestions as solution for the challenges of teaching physical education in
secondary schools are listed by the students, teachers, administrative bodies, and
interview questions and researchers observation. These suggestions are:
The MOE and the other stockholders have to aggregate to bring quality physical
education.
Has to revise the curriculum to include the special needs student.
Provide materials and equipments.
Giving general refreshment course for physical education teachers.
Giving in-service training for teachers and coaches about adapted physical
education
Giving awareness about health, fitness and physical education and sport relation
ship to change peoples attitude towards physical education
Extra-curricular activities (intra-murals inter house or inter-class activities) should
be enhanced to increase social integration.
Period allotment would be match with MOEs secondary schools time allotment.
Recommended class size would be 30-35 for aquatics, gymnastics and other high
risk activities the number of the students in practical physical education class
should be less than 30.
To increase students’ and teachers’ interest sport dress should be appropriate
Physical education subject has to be perceived and treated equally with other
subjects by time allotment; budget, with man power, facilities and equipments in
the school.
70
CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATION
5.1. Summary
Education is the process through which students acquire knowledge, develop skill, change in
behavior and formulate personality .In the formal education; the most important aspect is
giving solution for the challenges to implement the existing curriculum.
The main objective of this study is to investigate factors hindering the implementation of
physical education, identifying the major challenges that affect the implementation of
physical education in three selected government secondary schools of Arbaminch town. The
research methodology employed in the study was a descriptive survey. Data gathering
instruments were questionnaire, interview and observation. The participants were students,
teachers, & administrative bodies to collect data from 3 Arbaminch government schools
selected with random sampling
The data collected were quantitatively analyzed using statistical methods, percentage and
proportion, of which the percentage is the major statistical method used for analysis.
Therefore the major findings are summarized and presented as follows.
1. Physical education subject in each school :-
Does not get support (from administrators)
Lacks application in the national exam.
Does not provide inclusive physical education lesson
2. Time allotment is often insufficient to achieve fitness and other instructional goals.
3. Large class size, sex difference & heterogeneity of skill levels of the students in class
make more difficult to teach secondary physical education.
4. The schools lack of proper budget allocation hinder to fulfill:
Materials like text books, teachers guide and syllabus and references
Facilities ( play grounds , athletics track and field’s and sport buildings for
secondary school physical education are often inadequate, which can
hamper program development
71
Equipments like gymnastic apparatus, high jump poles, athletics
equipments and etc.
5. The multi activity program does not allow enough time in any one activity to realize
important goals.
6. Intramurals activities in the school are affected by time, facilities, and staffing
problems.
7. Lack of in-service training and different workshops for physical education teachers
in the schools minimize the interest of the subject teachers.
8. Many people believe that physical education has not yet been accepted as the subject
of basic importance in the school curriculum.
5.2. Conclusions
From the finding we can make the following conclusions on the challenges of teaching physical
education in three governmental schools.
Teachers are important for curriculum development and curriculum implementation. In
order to make teachers perform tasks effectively, they should be trained on the contents of
the subject, utilization of different teaching skills, the application of inclusive physical
education program in the class, and implementation of continuous assessment .In this
regard the findings indicate that the teachers in three government schools of Arbaminch
did not get in-service training to reinforce physical education teaching learning process.
Even though most of the teachers and the students have positive attitude to wards physical
education, some of the teachers and students have lack of interest and motivation. This
lack of interest and motivation for the subject by the students and teachers has negative
impact on implementation of regular physical education program.
Factors considered as challenges for teaching physical education in three secondary
schools are:-
Lack of facilities & equipments
Inadequacy of time allotment
Lack of in-service training
72
Lack of supplementary materials
Class size
Lack of support from school principals & supervisors
Attitudinal problems of students, communities and even some of subject teachers
Absence of physical education subject in the national exam.
But the teachers’ efforts to over come these challenges of teaching physical education
program in the school are appreciable.
Even through there is command method on the field and lecture method in the class
room teaching learning process of physical education, the participation of the
students were good.
The teachers are good in effort to achieve the objective, in class room management
and being role model in their teaching learning process. Never the less, they are poor
in application of continuous assessment and teaching adapted physical education for
students of all type.
Teachers are members of the curriculum development but the actual situation of the
school does not allow the teachers to participate in the curriculum development.
Generally, we could conclude that even if there is allot of challenges to teach
physical education in the schools the devotion of the teachers to collaborative
teaching and encouragement among students are not negligible.
5.3. Recommendation
From the finding we can make the following recommendation on the challenges to
implement teaching physical education.
Teachers are important for curriculum development and curriculum implementation. So that,
I. The teachers:-
Should get in-service training to enhance their content knowledge, utilization
of teaching aids, implementation of lesson for students of all type (
inclusive) apply active learning in the class and use continuous assessment
strategies in their classroom instruction.
Should be given opportunities to participate in curriculum development.
73
Participate in community service specially related to their subject with
coaching and refereeing.
Have to give awareness about the goal and objectives of physical education
to the community and other stockholders in the form of workshops and
seminars.
Provide effective and enjoyable instructional programs.
II. Concerning Ministry of Education (MOE).
The MOE should look for additional periods so that to effective syllabus will
be realized and to meet the objective of health related physical fitness for
students of all type.
At least physical education and sport officer should be made available to each
district.
Include physical education subject in national examinations to give chance to
interested groups.
Check and follow the ground implementation of physical education by all
stake holders (to minimize the attitudinal problem on physical education.
III. The school administrative bodies and department of physical education and other
concerned bodies should work in collaboration to make the students aware of the
objective of the subject. In addition to that the school has to:-
Involve families and communities in the promotion of physical activity.
Provide teachers with in-service training to enhance their knowledge, subject
methodology and skill.
Provide uniforms including shoes allowance for physical education teachers
and the school sport clubs.
Mobilize the school community and other concerned bodies for sport budget to
solve the problems of facilities and equipments that hindered the
implementation of physical education in the school.
Create the school environment that supports physical activity as a part of a
coordinated school program (creating conducive atmosphere to execute co
curricular activities in the school setting).
74
The school principals and supervisors should give strong and necessary support
to physical education department; more over arrange the period schedule by
consulting physical education department due to the difficulty to do practical
activity during highest solar insulation and after meal.
IV. Families and communities make sure the physical education program includes
adequate students participations in practices and contests with no discrimination
based on gender and race
V. Finally, we recommend that all stake holders and other volunteers in the school and
out side the school campus have to work together to solve the challenges of teaching
physical education in secondary schools.
75
References
1. Action steps were updated (2002) and adapted from the National Association for
Sport & Physical Education It's Time for Your School's Physical Education
Checkup: How Are You Doing? and CDC's School Health Program Guidelines
Promoting Lifelong Physical Activity Amount Young People
2. Adapted by permission of the publisher from Marx, E. & Wooley, S. F. (Eds.)
(1998). Health is academic: A guide to coordinated school health programs. New
York: Teachers College Press. © 1998 by Education Development Center, Inc. All
rights reserved.
3. De Boer-Buqicchio, M. (2002). Opening Address. 16th Informal Meeting of the
European Ministers responsible for Sport. Warsaw, 12 September.
4. Fullan & Profret (1977) noted for effective implementation process adequate training
prior and essential.
5. Hardman, K. (1993) ‘Physical education within the school curriculum’, in J. Mester
(ed.), 'Sport Sciences in Europe 1993' - Current and Future Perspectives, Aachen,
Meyer and Meyer Verlag. pp.544-560.
6. Hardman, K. (1994). Physical education in schools. In F.I. Bell and G.H. Van Glyn
(Eds), “Access to Active Living”. Proceedings of the 10th Commonwealth &
International Scientific Congress, Victoria, Canada, University of Victoria. Pp.71-76.
7. Hardman, K. (1996). The fall and rise of physical education in international context.
Symposium Paper, Pre-Olympic and International Scientific Congress, Dallas,
Texas, 9-14 July.
8. Hardman, K. (1998a). School physical education: current plight and future directions
in international context. Paper presented at the 11th Commonwealth and
International Scientific Congress, Kuala Lumpur, 3-8 September.
9. Hardman, K. (1998b). Threats to physical education! Threats to sport for all. Paper
presented at the I.O.C. VII World Congress “Sport for All”, Barcelona, Spain, 19-22
November 1998.
76
10. Hardman, K., (1999). The World Summit on Physical Education: Challenges for the
next Millennium. Pre-All African Games Congress, Johannesburg, South Africa, 6-9
September.
11. Hardman, K., (2002a). Council of Europe Committee for the Development of Sport
(CDDS), European Physical Education/Sport Survey. Report on Summary of
Findings. MSL-IM 16 (2002) 10. Council of Europe, Strasbourg.
12. Hardman, K., (2002b). Council of Europe Committee for the Development of Sport
(CDDS), Report on School
13. Hardman, K. and Marshall, J.J. (2000a). World-wide survey of the state and status of
school physical education, Final Report. Manchester, University of Manchester.
Hatten, T., (2001). Rock Valley College, Rockford, Illinois. PE-Talk Digest. 26
February.
14. (Hatten, 2001). New Mexico State Board of Education has eliminated the
requirement of one credit of physical education for high school graduation (Crooks,
2002) L., PE Digest, Saturday 9 November 2002) In Washington State, *
15. http://www.caricom.org/jsp/ community or organs /human-socialsport.jsp?menu=cod
16. Information about the structure of the education system of Ethiopia and the
evaluation of degrees obtained in Ethiopia. International Recognition Department
2011 Nuffic, The Hague
17. Journal of School Health Vol. 71, No. 7, SHPPS 2000: School Health Policies and
Programs Stud.
18. Kippers, B. cited in Sweeney, N. (2004). As obesity grows, schools cut education.
Activity levels of students drop from years ago.
19. Lombardo (1994) noted that, “teachers who are determined to improve their teaching
will benefit from employing a diversity of techniques to evaluate their own
performance”.
20. McLaughlin (1978) notes that “Implementation is incredibly hard, and that
successful implementation generally requires a combination of pressure and support
by school administration” From the nature of the subject physical education needs
the support from the school administrative bodies and the other stock holders.
21. Ministry of Education (2000). Education Statistics Annual Abstract (1992 E.c.
77
/1999- 2000/), Addis Ababa, Ethiopia.
22. Physical Education in Europe. MSL-IM 16 (2002) 9. Strasbourg, Council of Europe.
23. Smith, C., (2001). House of Commons Oral Answer to Questions from Angela
Smith, MP for Basildon. 30/4. Stretch, V., (2002). Standards. PE Digest. Tuesday 19
November.
24. Teaching and curriculum strategies for grade 5-12 Siedentop, Charles, and Andrew
Taggert, 2001).
25. Temechegn (2001) stress the fact that “a Quality curriculum will be meaning if there
are well qualified teachers with favorable attitudes to implement it.”
26. Turkington H.D. (2002). Physical Education in Canada. FIEP Bulletin, 71 (2). Pp.42-
46.
27. Valentini, A. (2001). Large class sizes? Andover, CT. PE-Talk Digest. 25 March.
28. Wanner, S. (2000). San Diego Unified School District. PE-Talk Digest. 26
September. Wickham, D., (2001). Let’s Reopen the School Gym Door. Bring Back
P.E.http://www.cwu.edu/~jefferis/jeff_justipe.html 05/02)
29. Wuest and Bucher, 1995, Fundamental of physical education and sport 13th edition.
30. www.jasonline.com/news/gen/apr04/224866.asp)
31. ^ a b c d e f g "Education in Ethiopia" (Ethiopian Embassy website.
DECLARATION
This thesis is my original work and has not been prepared in any other
university and that all sources of material used for this have been dully
acknowledged.
Name Tadesse Gizachew Wordofa: ID. GSR/ 5902/03
Signature___________________________
Date _________________________________
This thesis has been submitted for examination under my approval as a
research advisor.
Name Mebratu belay /Assistant Professor/
Signature___________________________
Date_________________________________
78
Appendices
Appendix: “A”
Addis Ababa University School of graduate Studies Department of Sport science
Addis Ababa
Questionnaire for Students
Dear students, the main aim of this study is to investigate the challenges and the current
prospects of physical education in secondary schools of Arbaminch. Be confident that the
information gathered will be used only for the research. Hence, you are kindly requested to
provide the necessary information that is very help full to the quality of the research as well
as to bring practical solutions to the problems. Therefore, I would like to thank for your
cooperation’s.
Note:
1. Not necessary to write name. Age- from15-20 from 21- 25
2. Possible to give more than one answer if there is.
3. Answer by circling one correct answer among the given alternatives
4. Answer those questions which need elaboration (explanation) accordingly.
5. Thank you! For your cooperation beforehand.
Part1.General Information for the students
1. Do you attend properly the school physical education instruction with out absenteeism?
A. Yes B. No
2. Do you think the current physical education time allotted in your school is enough
to meet the objectives of physical education?
79
A. Yes B. No
3. Is their sufficient physical education teacher in you school?
. A. Yes B. No
4. Do you think that sex has influence on students’ physical education participation in your
school?
A. Yes B. No
5. Do you think students’ attitude towards physical education subject is equal to other
subjects in their school?
A. Yes B. No
6. If your answer for number 5 is “Yes,” please justify your reasons as much as possible.----
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
7. IF your answer for question 5 is” No,’” please write your reasons.----------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
8. Do you have good perception about physical education subject?
A. Yes B. No
9. If your answer for question number 8 is yes, what are your reasons? Because,
A. My teacher told me that the purpose of physical education is no more physical
development.
B. I believe that the class size for practical class is overcrowded.
C. I like the subject D. If you have other specification-----------------------------
---------------------------------------------------------------------------------------------------
80
10. If your answer for question number 8 is “No,” what are your reasons? Because ,
a. I don’t like the subject
b. I have poor relationship with my teacher
c. Previous un successful experience
d. I think our teacher does not give faire mark.
e. If other specify your reasons----------------------------------------------------------------
---------------------------------------------------------------------------------------------------
11. Which of the following qualities is observed from your physical education teacher?
[Rank form the most quality 1st to the least quality you observed].
. --------------A. Utilize different teaching aids
. --------------B. Clarify on content
------------ ---C. Effort to achieve the objective
------------- --D. Effective in classroom management
----------------E. Punctuality and being role model
-------------- -F. providing adequate answer to questions proposed by the students
. -------- ------G. Utilizing appropriate teaching methods
----------------H. Considers individual differences
12. Do you think that students and your school community view the relevancy and
appropriateness of physical education curriculum and allotment of time to physical
education?
A. Yes B. No
13. Is their suitable sport play grounds in you school?
A. Yes B. No
81
14. If your answer for question number 13 is “Yes,” then, circle more than one that
concerns your school.
A. Foot ball field B. Volley ball court C.B. ball court D. Hand ball E. Athletics track
15. Do you think that sport equipments are available in your school?
A. Yes B. To some extent C. No
16. If your answer for question number 15 is “Yes” circle more than one that
concerns your school.
A. Gymnastic apparatuses and mats B. Foot ball’s C. Volley ball’s D. basket balls
E. hand balls F. Athletics equipments & etc.
17. Which of the following type of facilities is available in your school?
A. Gymnasium B. Dressing room for the students
C. Shower rooms for the students & teachers D. Sport library E. None of the above
18. Does the weather condition in Arbaminch town affect the practical implementation of
physical education in regular class program? --------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
19. Please list down the main challenges that you face during teaching learning process of your
physical education practical periods?------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
20 List down some of the possible solutions for problems encountered during implementation of
teaching physical education in you school?-----------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
82
Appendix “B”
u›Ç=e ›uv ¿’>y`c=+ uÉI[ U[n ¾eþ`ƒ dÔe ƒUI`ƒ ¡õM
›Ç=e ›uv
K}T]−‹ ¾k[u SÖÃp
¨<É }T]−‹ ¾²=I SÖÃp ª“ ¯LT u›`v U”ß Ÿ}T uT>Ñ–< 2— Å[Í ƒ/u?„‹
¨<eØ uc/TÔMSh ƒUI`ƒ ›W×Ø Là u›G<’< ¨pƒ ¾T>Å`c< ‹Óa‹” KT¨p“
K‹Ó\ SõƒN? KSÖqU ’¨<:: eK²=I KØ“~ ¾T>J’< Óv„‹”“ S[Í−‹”
KScwcw w‰ SJ’<” uSÑ”²w KØ“~ ¾T>ÁÑKÓK< SÖÃq‹” uSSKe ¾uŸ<L‹G<”
É`h wƒ¨Ö< Ø“~ Ø^ƒ ˆ”Ç=•[¨<“ ƒUI`~ }Úvß SõƒN? ˆ”Ç=ÁS×
ÁÅ`ÒM::
Teq¨h
1. eU Síõ ›ÁeðMÓU::
2. Ÿ›”É uLà SMe LK¨< SMe SeÖƒ ÉLM::
3. Kk[u<ƒ ›T^à‹ SMc<” uT¡uw SMe(i)::
4. Tw^]Á KT>ÁeðMÒ†¨< ØÁo−‹ ˆ”Å›eðLÑ>’~ uTw^^ƒ SMe(i)::
5. KT>Å[ÓM˜ ƒww` G<K< UeÒ“ ›k`vK¨<::
¡õM ›”É: ›ÖnLà S[Í K}T]−‹
ïq ¨”É-------- c?ƒ----------
¡õM G<Kƒ:
1.¾ƒUI`ƒ u?~” ¾c/TÔMSh ¾ƒUI`ƒ ýaÓ^U vKSp[ƒ ƒŸq}LL‹G<;
G. ›− K. ›ÃÅKU
2. u›G<’< Ñ>²? uƒ/u?q‹G< ¾}SÅu¨< ¾c/TÔMSh ¾¡õK Ñ>²? w³ƒ um ’¨<
wL‹G< qevL‹G<;
G. ›− K. ›ÃÅKU
3. uƒ/u?q‹G< um ¾c/TÔMSh ƒUI`ƒ SUI^” ›K< ¨Ã;
G. ›− K. ›ÃÅKU
4. ¾}T]−‹ ¾ïq M¿’ƒ uƒ/u?q‹G< uc¨<’ƒ TÔMSh ƒUI`ƒ }Xƒö
LÃ }î°• ›K;
G. ›− K. ›ÃÅKU
5. u}T]−‹ ¾c¨<’ƒ TÔMSh ƒUI`ƒ ŸK?KA‹ ¾ƒUI`ƒ ›Ã’„‹ Ò`
83
uˆŸ<M Å[Í ÃqÁM wL‹G< qevL‹G<;
G. ›− K. ›ÃÅKU
6. ŸLÃ u}^ lØ` ›Ueƒ LÃ K}Ökc¨< ØÁo ¾c¨<’ƒ TÔMSh
ƒUI`ƒ ŸK?KA‹ ¾ƒUI`ƒ ¯Ã’„‹ Ò` uˆŸ<M Å[Í ÃqÁM "L‹G<
uU” G<’@q ˆ”ÅJ’ ¾uŸ<L‹G<” SÓKÝ eÖ<::-------------------------------------
----------------------------------------------------------------------------------------------------
7. ŸLÃ u}^ lØ` ›Ueƒ LÃ K}Ökc¨< ØÁo ¾c/TÔMSh ƒUI`ƒ
ŸK?KA‹ ¾ƒUI`ƒ ¯Ã’„‹ Ò` uˆŸ<M Å[Í ›ÃqÃU "L‹G< ÅÓV uU” G<’@q
ˆ”ÅTÃqà ¾uŸ<L‹G<” SÓKÝ eÖ<::-------------------------------------------
----------------------------------------------------------------------------------------------------
8. Kc¨<’ƒ TÔMSh ƒUI`ƒ Ø\ ›SK"Ÿƒ ›L‹G<;
G. ›− K. ›ÃÅKU
9. ŸLà u}^ lØ` eU”ƒ Là K}Ökc¨< ØÁo ¾c/TÔMSh ƒUI`ƒ Ø\
›SK"Ÿƒ ›K˜ "L‹G< U¡”Á~&
G. SUI\ ¾c¨<’ƒ TÔMSh ƒUI`ƒ ¯LT ¾›"M °Éу Là w‰ ’¨<
uTK~
K. ˆ”ÅT>ÑS}¨< u}Óv` ¡õK Ñ>²? ¨pƒ ¾}T]−‹ u¡õM ¾lØ` w³ƒ
eLK¨<
N. ƒUI`~” eKT>¨É
S. K?L U¡”Áƒ "L‹G< ²`´\------------------------------------------------------------
10. ŸLà u}^ lØ` eU”ƒ Là K}Ökc¨< ØÁo Kc/TÔMSh ƒUI`ƒ
Ø\ ›SK"Ÿƒ ¾K˜U "L‹G< U¡”Áq‹G< U”É’¨<;
G. ƒUI`~” eKTMðMѨ< ’¨<::
K. ŸSUI` Ò` Ö?“T Ó”–<’ƒ eKK?K˜ ’¨<::
N. Ÿ²=I uòƒ ¨<Ö?qT MUÉ eKK?K˜ ’¨<::
S. ˆ”ÅTeu¨< ¾SUI^‹” õƒN© ÓUÑT ›KTÉ[Ó::
W. K?L U¡”Áƒ "L‹G< ²`´\ ------------------------------------------------------
84
11. ¾T>Ÿ}K<ƒ Ÿc¨<’ƒ TÔMSh ƒUI`ƒ SUI^” ¾T>Öul(¾T>q¿)
¾SUI\ ¢ý}”c= ¾Ø^ƒ SÑKÝ−‹ “†¨<:: eK²=I ŸSUI\ ¾ST`
Te}T` ¨pƒ ÁÁ‹G<ƒ” Ÿ›”Å— ˆeŸ SÚ[h¨< (1…--8… ) Å[Í uòÅKA‡ òƒ
Kòƒ uSíõ SMc<::
----- G. ¾M¿ M¿ S`Í SX]Á ›ÖnkU
------K. ¾ƒUI`ƒ òƒ °¨<kƒ
----- N. ¾ƒUI`~” ®LT KTeÚuØ ¾T>ÁÅ`Ѩ< Ø[ƒ
---- S. ¾ƒUI`~ ¾¡õM ›Å[Í˃ ¨<Ö?qT’ƒ
---- W. ¾c—ƒ ›Ÿvu`“ K}T]−‡ UXK? SJ”
----- [. K}Ö¾k¨< ØÁo }Ñu=¨<” SMe ¾SeÖƒ wnƒ
--- c. }Ñu=¨<” ¾Te}T]Á S”ÑÉ SÖkU
---- g. M¿ õLÔƒ ÁL†¨<” }T]−‹ ÓUƒ ¨<eØ ÁeÑv ƒUI`ƒ SeÖƒ
12. ¾}T]−‹“ ¾ƒUI`ƒ u?~ TIu[cw eKc/TÔMSh ƒUI`ƒ ØpU“
eKY`›} ƒUI`~ ƒ¡¡K—’ƒ ˆ”Ç=G<U eK ¡õK Ñ>²?¨< e`߃ Ó”³u?
›L†¨< wL‹G< ƒÑUqL‹G<;
G. ›− K. ›ÃÅKU
13. uƒ/u?q‹G< }Ñu= ¾J’ ¾Sݨ‰ ¾eþ`ƒ T@Ç ›K;
G. ›− K. ¾KU
14. ŸLÃ u}^ lØ` ›e^ Zeƒ LÃ K}Ökc¨< ØÁo uƒ/u?q‹” }Ñu= ¾J’
¾eþ`ƒ ¾Sݨ‰ T@Ç ›K "L‹G< uƒ/u?q‹G< ›K< ¾UƒLD†¨<” ¾SÝ−‰
T@Ç−‹ uT¡uw ›d¿::
G. ¾ˆÓ` "De T@Ç K. ¾S[w "De T@Ç
N. ¾p`݃ "De T@Ç S. ¾ˆÏ "De T@Ç
W. ¾›ƒK?+¡e SU' S¨`¨]Á“ ¾´Là T@Ç
15. uƒ/u?q‹G< um ¾eþ`ƒ T²¨<}]Á SX]Á−‹ ›K wL‹G< qevL‹G<;
G. ›− K. uSÖ’— Å[Í N. ¾KU
16. ŸLà u}^ lØ` ›e^ ›Ueƒ Là u}Ökc¨< ØÁo ›− "L‹G< Ÿ›”É
uLà SMf‹ T¡uw ƒ‹LL‹G<::
G. ¾ÏU“e+¡ SX]Á−‹“ õ^j‹ K. ¾ˆÓ` "Df‹
N. ¾S[w "Df‹ S. ¾p`݃ "Df‹ W. ¾ˆÏ "Df‹
[. ¾›ƒK?+¡e eþ`ƒ SX]Á−‹ ˆ“ ¨²}.
85
17. ŸT>Ÿ}K<ƒ ¾eþ`ƒ É`Ï„‹ S"ŸM uƒ/u?q‹G< ¾T>Ñ–<ƒ ˆ’T” “†¨<;
G. ¾ÏU“²=¾U K. ¾}T`−‹ SMuh ¡õM
N.¾}T`−‹“ ¾SUI^” SqÖu=Á ¡õM S. M¿ ¾eþ`ƒ LÃw^]
W. SMc< ›M}cÖU
18. ¾›`v U”ß Ÿ}T ›¾` G<’@q ¾c¨<’ƒ uTÔMSh ¾}Óv` ƒUI`ƒ ýaÓ^U
LÃ }î°• ÁS×M wKI qevKI ;
G. ›− K. ›ÃÅKU
19. ¾c¨<’ƒ TÔMSh ¾}Óv` ƒUI`ƒ KTe}T` ª“ ‹Ó`‹ ¾T>J’<ƒ”
²`´b†¨<::.---------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------
20. uƒUI`ƒ u?q‹G< ¾c¨<’ƒ TÔMSh ƒUI`ƒ ST` Te}T`
Là K=ÁÒØS< ËLK< wL‹G< ¾T>qeu<ƒ” ª“ ‹Óa‹ KSp[õ ¾}KÁ¿
¾SõƒN? Ndw uS²`²` íñ:: ------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
86
Appendix” C”
Addis Ababa University School of graduate Studies Department of Sport Science
Addis Ababa
General Information for Physical education teachers
Dear teacher, the main aim of this study is to investigate the challenges and the current prospects
of physical education in secondary schools of Arbaminch. Be confident that the information
gathered will be used only for the research. Hence, you are kindly requested to provide the
necessary information that is very help full to the quality of the research as well as to bring
practical solutions to the problems. Therefore, I would like to thank you for your cooperation
Part I General information
Name of the school ----------------------------------------------- Sex-----------
Age- fom20-30 from 31& above
Qualification-------------- Years of service------------------Work load---------------
1. Do you prepare and use your own physical education lesson plan?
A. Yes B. To some extent C. No
2. Do you have interest in teaching physical education subject in secondary school?
A. Yes B. To some extent C. No
3. Do you expect that the school time allotment for physical education period is satisfactory?
A. Yes B. No
87
4. Is their sufficient text books, teachers guide and syllabus for each grade level in your
secondary school?
A. Yes B. No
5. how did you get students interest to physical education subject when you are teaching?
A. High B. Medium C. Low
6. How much go your school administrative bodies would support physical education
with budget, idea, and the likes ?
A. High B. Medium C. Low
7. Do you believe that parents, students back ground and culture of the society can affect the
implementation of physical education in your school?
A. Yes B. To Some extent C No
8. Do you have office and material displaying room in your school community?
A. Yes B. No
9. Do you believe that the current physical education curriculum satisfies the needs &
interests of the students?
A. Yes B. To Some extent C. No
10. What impacts did you observe after the reduction of regular two periods per a week of
physical education to one period in you school?
A. Lack of attention to the subject C. The reduction of students’ fitness level
B. problems to relate theory with practice D. All of the above
88
11. Does the school provides you with any professional development in short, long and
advanced in-service training program?
A. Yes B. To some extent C. No
12. Do you suggest physical education curriculum has to include in the national
examinations to give directions to the specialization of the students?
A. Yes B. No
13 If your answer for question number 12 is “Yes,” Please list some of your reasons for
farther modification of the curriculum? ----------------------------------------------------------------
------------------------------------------------------------------------------------------- --------------------
14. If your answer for question number 12 is “No,” Please list some of your reasons?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
15. Does your physical education lesson (inclusive) for students of all type of the school?
A. Yes B. No
16. Mention some points we use to address practical physical education lesson to students
with disabilities into regular physical education periods ---------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
17. Would you list your possible solutions to avoid the challenges of physical education
subject in secondary schools?-----------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
89
Appendix “D”
Addis Ababa University School of Graduate Studies Department of Sport Science
Addis Ababa
Questionnaire for administration
Dear administration, the main aim of this study is to investigate the challenges and the current
prospects of physical education in secondary schools of Arbaminch. Be confident that the
information gathered will be used only for the research. Hence, you are kindly requested to
provide the necessary information that is very help full to the quality of the research as well as to
bring practical solutions to the problems. Thank you in advance.
No need of writing your name. Name of the school----------------------------------Sex--------
Age- from 20-30 from 31& above
Research related information
Directions: Choose the appropriate answer and give short answers for the others
1. Do physical education teachers prepare lesson plan?
A. Yes B. Some times C No
2. Is there formal or informal follow up of the teaching process to physical education in your
school?
A. Yes B. To some extent C. No
3. Are there available facilities like play grounds, stores, office, locker, shower, dressing
rooms, gymnasium and etc for implementing physical education practice session in your
school?
A. Yes B. Some of them C. Few of them D. No
90
4. Are there sufficient equipments like balls, mat, vaulting box, parallel bares medicine ball,
sling ball and etc. in you school ?
A. Yes B. To some extent C. No
5. Does the school fulfill the required equipments on time when requested by the physical
education department?
A. Yes B. To some extent C. No
6. How much your school administrative bodies could support physical education
With budget & idea?
A. High B. Medium C. Low
7. Mention some points about how physical education curriculum gives benefits to the
students?-----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
8. Do you give us some suggestions about curriculum design and implementation of physical
education subject in secondary schools?---------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
9. What are the major factors that challenge the implementation of physical education in
your school?-------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
10. Please list down some of the possible solutions for problems encountered during
implementation of teaching physical education in you school?--------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
91
Appendix “E”
Interview for Subject Teachers
The purpose of this interview is to get information about how physical education teachers teach
physical education lesson in their regular teaching program?
1. Name of the school------------------------ Date-------------
2. teachers Experience--------------
3. Sex--------Age- from 20-30 from 31& above
1. Do you think that physical education teachers in your school have enough knowledge and
effective teaching skills in their subject area? How? --------------------------------------------
------------------------------------------------------------------------------------------------------------
2. What do you think about the motivation and the interest of the physical education
teachers in their subject area? -----------------------------------------------------------------------.
3. Do you think that the school administrative bodies could support the school coocurricular
activities (enter and extramural sport programs) and regular physical education teaching
program with material, budget & idea? If it is so please mention how much it is satisfying
the program? -------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
4. What do you think the main problems that hinder the implementation physical education
classes ?-------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
5. Do you suggest some possible solutions for challenges to implement physical education
teaching program in the school? -------------------------------------------------------------------------
.
6. Do you give us some suggestions about curriculum design and implementation of physical
education subject in secondary schools.
92
Appendix “F”
Observation Check List for School Setting
General information
Date of Visit ------------------------------------- Name of the School----------------
Instruction I put check mark (√) in column which tells “V.Good” “Good” “Poor”
“No”.
Roll
No
Variables to be observed V.
Good
Good Poor No
1 Availability of suitable play ground in the school
2. Availability of gymnasium, shower, dressing room &
etc for students’ practical sessions.
3 Sport equipments (materials) for peoples of
disabilities in the school.
4 The presence of teaching aids like cones, jumping
ropes and etc.
5 Availability of balls such as footballs, volley balls
basket balls and etc.
6 Availability of Gymnastic apparatus and equipments
in the school.
7 Availability of supplementary references in the
library.
8 The presence of track and field (athletics) facilities and
equipments in the school.
9 Attractiveness of physical and environmental
condition.
93
Appendix “G” Observation Check List for Theory Class
General information
1. Date of visit------------------Grade----- section observed--------------Topic-------------
2. Length of the observation period------Number of periods allotted per week-----
3. Number of students in the class---------------------------
4. Bio data of the teachers being observed
Sex--------Age------Qualification---------- major--------Minor-------Total teaching experience-----
Instructions: Put check mark (√) in the column which tells “Yes”, “To some extent” “No”
Roll
No
Variable to be observed Yes To some
extent
No
1 Teacher’s ability of planning the instructional activities based on the
student’s, need, interest and ability.
2 Teachers ability of allowing and motivating the students to express
themselves
3 Teachers manner of conduct and willingness to listen students problem
4 Teachers ability of identifying individual differences
5 Teachers ability to explain the questions raised by the students which are
not clear in the lesson delivery.
6 Teachers ability of guided by the lesson plan
7 Teachers ability of clarify the objectives of the lesson
8 Teachers ability of using different teaching styles such as students
working in pair, small groups and individually.
9 Teachers effective use of text book, reference materials and teaching aids
10 Teachers ability of asking questions with a simple language that are
related to the content of the lesson
11 Teachers personality & being good role model
12 Appropriateness of the teaching methods used by the teacher to teach the
lesson
13 Teachers ability of using different assessment and evaluation techniques
94
Appendix “H”
Observation Check List for Practical Class
General information
1. Date of visit-------------------- Grade and section observed---------------
2. Topic of the lesson---------------------Length of the observation period----------------
3. Number of periods allotted per week--------Number of students in the class--------
4. Bio data of the teachers being observed
Sex--------Age------Qualification----------major------------Minor------Total experience------
Instructions: Put check mark (√) in the column which tells “Yes”, “To some extent” “No”
Roll
No
Variable to be observed Yes To some
extent
No
1 Teachers ability of clarify the objectives of the lesson
2 Teacher’s ability of planning the instructional activities based on the
preparatory part , main part & concluding part the lesson.
3 Teachers ability of motivating and allowing the students to practice &
express themselves
4 Teachers manner of conduct and willingness to listen students problem
5 Teachers ability of identifying individual differences considering special
needed students in the practical session of the lesson
6 Teachers ability of demonstrating the practical drills and guided by the
lesson plan
7 Teachers ability to demonstrate & revise again for the questions raised by
the students which are not clear in the lesson delivery
8 Appropriateness of the teaching methods and class organization used by
teacher to teach the lesson
9 Teachers effective use of teaching aids & giving attention of safety rules
10 Teachers sport wearing & being a good role model
11` Teachers ability of using different practical assessment and evaluation
techniques
95